A Study On The Historical Literacy Of Primary And Middle School Teachers And Its Cultivation Path

Bacon casting the soul,enlightening the mind and moistening the heart is the sacred mission of education! For teachers,there is an urgent need for individual teachers to return to the historical origin,take root in the soil of history and culture,and realize the effective inheritance of history and culture.This means that teachers need to have higher historical literacy to adapt to the historical and cultural heritage mission entrusted to them by the times.Teachers’ historical literacy is a kind of professional quality and ability for teachers to integrate historical education into subject teaching by using historical methods and historical thinking under the guidance of correct historical consciousness.Teachers’ historical literacy not only has the characteristics of general cultural literacy,but also has the characteristics of teaching literacy,which not only promotes the development of teachers’ own literacy,but also has educational value in enhancing students’ historical wisdom,promoting the cultivation of students’ personality,deepening students’ historical feelings and so on.Based on the integrated analysis of the existing literacy theory,the key words in the current policy documents and the relevant contents of history curriculum standards,it is found that teachers’ historical literacy is mainly composed of four core elements: historical knowledge,historical methods,historical thinking and historical consciousness.Among them,historical knowledge literacy includes historical materialism knowledge,basic historical knowledge and subject history knowledge;historical methods include the flexible use of historical materials,historical interpretation and historical reflection;historical thinking includes diachronic thinking and synchronic thinking;historical consciousness includes historical understanding and perception,historical consciousness and action.Moreover,the elements of teachers’ historical literacy do not exist in isolation,but are interrelated and influence each other,and jointly promote the overall development of historical literacy.In order to understand the current development level of primary and secondary school teachers’ historical literacy,this study clarifies the basic meaning and operational definition of teachers’ historical literacy,and refers to the existing research results and consulting expert opinions.The questionnaire on Historical Literacy of Primary and Middle School Teachers is developed as a tool to evaluate and measure teachers’ historical literacy.In the course of the study,186 teachers from some primary and secondary schools in Daya Bay District,Guangzhou City,Guangdong Province were randomly selected as subjects,and three of them were randomly selected as subjects.Structured interviews were conducted according to the interview outline of Historical Literacy of Primary and Middle School Teachers.Through the analysis,the corresponding survey results show that the historical literacy of primary and secondary school teachers as a whole is in the upper-middle level.But at the same time,there are some problems in the development of teachers’ historical literacy,such as the structural deviation of historical knowledge,the mechanical application of historical methods,the modal treatment of historical thinking and the lack of subjectivity of historical consciousness.In this regard,in order to achieve the effect of educating people,enlightening the mind and moistening the mind in classroom teaching,this study aims at the problems existing in the development of teachers’ historical literacy,and proposes ways to promote the cultivation of teachers’ historical literacy from the aspects of consciousness awakening,system guarantee and behavior cultivation.First of all,at the level of teachers’ consciousness,we should activate subject consciousness,cultivate teachers’ self-education ability and cultural consciousness,strengthen teachers’ cultural self-confidence,strengthen teachers’ consciousness of reflection,and strengthen teachers’ reflective ability in action.Secondly,at the level of external mechanism protection,add the general curriculum of historical literacy of teacher education;raise the entry threshold and standards of primary and secondary school teachers;establish an evaluation system of historical literacy of primary and secondary school teachers.Finally,in the aspect of the cultivation of teachers’ behavior,we should establish the classroom teaching view of teachers based on historical materialism,integrate the historical spirit into the whole teaching process,and inherit the curriculum as a "historical continuum".Adhere to the teaching method of the combination of "historical clues" and "theoretical logic".