| In 2014,the Ministry of Education issued the "Opinions on Comprehensively Deepening Reform and Implementing the Fundamental Task of Building Morality and Cultivating People",which quickly brought "core literacy" into people’s vision and attracted widespread attention.In 2017,the history discipline developed its curriculum standards in accordance with the spirit of the document.As the executor and main force of curriculum reform,high school history teachers have devoted themselves to the research of the core literacy of their discipline,studying the core literacy of the discipline from a comprehensive and multi-angle perspective from a "front line" perspective.This paper takes 1404 papers on the core literacy of history subjects published by history teachers of high school in the four major journals of "History Teaching(First Half Monthly)","Middle School History Teaching","History Teaching Issues" and "Middle School History Teaching Reference(First Half Monthly)" from 2017 to 2022 as the research object,and through statistical analysis of the age,quantity,geographical sources,content and themes of literature.It is found that the number of research literature on the core literacy of history subjects of high school history teachers included in the four major journals in the past six years is in a stable state.Although the geographical layout of the literature is extensive,the distribution is extremely uneven,showing large regional and urban-rural differences.The research field is relatively concentrated,mainly distributed in two aspects: theoretical cognition and practical exploration.The research results are fruitful and have important value for guiding the teaching of history in secondary schools: it corrects the misunderstanding of core literacy in the early stage and deepens the cognition of core literacy;Introduce different perspectives and trigger collective thinking among teachers and students;Break the situation of "seeing flowers in the fog" of core literacy,and seek a scientific path to cultivate core literacy;Stimulate students’ interest in learning and improve their learning ability.However,the research of high school history teachers on the core literacy of history is still at the level stage,and there will inevitably be many shortcomings and limitations,mainly manifested in the weak main force,uneven distribution of results,and lack of sustained attention in research.Research emphasizes practical exploration over theoretical guidance;ignoring the role of academic quality assessment in promoting core literacy;The scientific research environment of researchers is relatively isolated and closed,and there is a lack of cooperation.In view of the shortcomings and limitations of history teachers’ exploration of core competencies in history subjects,this paper puts forward some ideas to break through the existing limitations from the macro level of national policies and the personal micro level of history teachers: the state should increase policy guidance and optimize the allocation of educational resources;to establish and improve the educational evaluation system to ensure the sustainable development of students’ core literacy cultivation;teachers should build a scientific research system and promote the in-depth integration of theory and practice;to establish an academic community to improve the scientific research level of high school teachers. |
