How to Cultivate Students' Core Literacy in History Discipline

How to Cultivate Students' Core Literacy in History Discipline

199765438+February, international organizations put forward the concept of "core literacy".

In recent years, under the impetus of international organizations, curriculum design based on core literacy has become an awareness of international education reform, and many countries and regions have formulated education or curriculum standards based on core literacy.

Influenced by the trend of international education reform, in order to break through the bottleneck of China's education development, China has put forward a core literacy system with reference to international experience, which is not only a change from knowledge-based to students' literacy development-based, but also a rational return of "educational culture".

2. Interpretation of the connotation of core literacy

On March 20 14, China's Ministry of education issued the opinion of "comprehensively deepening curriculum reform and implementing the fundamental task of educating people with moral education". The brand-new concept of "core literacy" first appeared in national documents and was placed in the position of "the soul of future basic education reform".

So, what exactly is "core literacy"? Because the research on core literacy in China is still in its infancy, there is no precise definition of its connotation, but the research results of core literacy abroad can enlighten us to understand this problem.

The Organization for Economic Cooperation and Development (OECD) began to study the definition and choice of literacy from 1997.

In 2005, OECD published the Definition and Choice of Core Literacy: An Action Outline.

The outline points out that core literacy includes the application of cognitive and practical skills, innovative ability, attitude, motivation and values, and thinks that reflective thinking and action are the core of core literacy.

Second, the composition of the core literacy of history discipline

According to the understanding of core literacy and the characteristics of history discipline, we believe that the core literacy of history discipline refers to the relatively stable and necessary thinking quality and key ability developed by students in the process of learning history, and is an organic composition and comprehensive reflection of historical knowledge, ability, methods and emotional values, mainly including five aspects: time and space concept, historical evidence, historical understanding, historical interpretation and historical values.

1. Concept of time and space

The concept of historical time and space refers to the concept of observing and analyzing historical events under specific time and space conditions.

Mastering the concept of time and space is the most basic requirement for students to learn history well and the basic way to cultivate students' thinking ability.

In the process of studying history, teachers should train students to scientifically use concepts and terms related to time and space, ancient and modern maps, chronology of major events and so on to explain the progress of China and the world; According to the historical chronology and time series, the relationship between historical events, historical figures and historical phenomena is constructed; Obtain the required information from historical chronology and historical map; Consciously put major historical events and historical phenomena under a specific time and space framework for investigation.

2. Historical evidence

Historical data argumentation refers to the attitude and method of obtaining credible historical data through strict investigation and trying to reproduce historical truth accordingly.

History is a practical science, and the exploration of history is to seek truth and be realistic. On the basis of historical materials, through the analysis of historical materials, the materials that conform to historical facts are taken as evidence, and then a correct and objective understanding of history is formed. "Historical materials make sense, and words make sense."

Historical materials are not only indispensable evidence for us to reveal the historical truth, but also the cornerstone for us to evaluate historical figures, historical phenomena and historical events.

Therefore, "historical evidence" is not only an important method of historical study and research, but also an important embodiment of the ability to interpret and judge history.

In the process of learning history, teachers should cultivate and develop students' ability to demonstrate by using historical materials, teach students how to collect, identify, select and use various historical materials, find clues and effective information in historical materials, and judge whether historical materials can be used as evidence through speculation and exploration; Guide students to identify historical materials by themselves according to the problems they study and explore, and investigate the credibility and use value of historical materials; Teach students to use relevant historical materials to form a new perspective of questions and construct their own historical narrative, so as to cultivate students' evidence consciousness of "history comes from evidence and theory comes from history"

3. Historical understanding

Historical understanding is to look at and understand what happened in the past as objectively and realistically as possible from the perspective of historical reality.

In a sense, the key to constructing historical interpretation is to understand history.

To truly understand history, teachers should first cultivate students' understanding and sympathy attitude, broad mind and rich imagination, so as to guide students to collect reliable historical materials as much as possible, break through the boundaries of time and space, and put themselves in the position of understanding and feeling all kinds of things that have happened in history; The occurrence, process and result of historical events, the words and deeds, contributions and status of historical figures, the appearance, state and consequences of historical phenomena, etc. They all investigate under historical conditions, make fair and appropriate explanations in a realistic way, thus constructing their own historical narrative in understanding history, thus enhancing students' historical thinking ability and forming a correct view of history.

4. Historical interpretation

Historical interpretation refers to the ability to rationally analyze and objectively judge historical things according to historical materials and historical understanding.

History is the history of the past, which cannot be repeated or experimented. All historical narratives are essentially an explanation of the past, which not only includes the arrangement and combination of the narrator's description of historical events, but also reflects the narrator's position and concept of history.

Cultivating and developing students' ability to explain history is to help students think about the importance of historical events, historical figures and historical phenomena in historical situations and contemporary backgrounds; Understand the relationship between historical narrative and historical interpretation; Understand different historical explanations in historical narrative from a fair perspective, and evaluate the causal relationship among historical events, historical figures and historical phenomena from a dialectical perspective; Judging the historical and practical problems of human society with an objective attitude, further revealing the significance and value of historical interpretation, thus cultivating students' ability to narrate history and form historical understanding.

5. Historical value

"Historical values" is a kind of value orientation condensed from the pursuit of truth, communication and virtue in historical research, that is, the exploration of history aims at getting closer to the truth of history; Reveal the trend of historical development with the saying "connecting the preceding with the following, becoming a family"; Rich in ideas, cultural traditions, emotional identity, etc. It provides historical experience, philosophy of life and human pursuit.

To cultivate and develop students' historical values is to help students develop the consciousness and spirit of seeking truth from facts; Draw beneficial spiritual wealth from the historical development process and cultivate a positive and healthy outlook on life and values; Understand the specific national conditions of China from a historical perspective, form a sense of identity with the motherland and the Chinese nation, and care about the fate of the country; Understand the historical value and practical significance of Chinese civilization, and form the belief of inheriting and carrying forward Chinese excellent traditional culture; At the same time, it enables students to form a correct international awareness, respect, understand and tolerate the cultural traditions of all countries and nationalities in the world, and form an open mind and a world-oriented mind.

Third, the cultivation of the core literacy of history discipline.

The development of core literacy is inseparable from education, and history education and teaching is an effective way to cultivate and develop students' core literacy.

Therefore, classroom teaching must focus on the main line of cultivating students' core and mind.

1. Design teaching objectives-the starting point of cultivating core literacy

Teaching objectives are the starting point of classroom teaching activities, and the design of teaching objectives is directly related to the cultivation and development of students' core literacy.

When designing teaching objectives, teachers should deeply understand the connotation of historical core literacy, seriously study the curriculum standards of history, grasp the specific objectives of historical core literacy and their internal relations, and fully realize that the cultivation and development of students' core literacy is a gradual and deepening process, and not all core literacy objectives can be completed in one class.

Measure whether the teaching goal is effective and appropriate, that is, whether the goal is accurate, whether it conforms to the actual teaching content, students' cognitive level and psychological characteristics, and whether it is detectable; Second, whether it is specific, that is, whether the goal statement is detailed, multi-level and operable; The third is whether it is appropriate, that is, whether the goal meets the inherent needs of students and whether it is suitable for students' existing thinking structure and ability level; Fourth, see if it is put in place, that is, whether the goal falls into the whole classroom teaching activities.

For example, for the two cores of "view of time and space" and "historical values"

Mental literacy, when designing the teaching goal of "the establishment of a unified country in Qin and Han Dynasties", can not be simply and generally set as "forming the concept of time and space and historical values by understanding the historical facts of the unification of Qin and Han Dynasties", but should be designed as: "being able to use the territory map of Qin Dynasty and the territory map of Western Han Dynasty to clarify the boundaries of Qin and Han Dynasties; On the basis of sorting out and summarizing important historical events such as Qin Shihuang's measures to consolidate reunification, Emperor Wudi's expansion of territory and respect for Confucius, we understand the important significance of the establishment and consolidation of a unified country in the Qin and Han Dynasties in the history of China. " The teaching goal designed in this way is not only specific and clear in the direction of time and space concept and historical values, but also has strong operability and detectability, which students can achieve through learning.

2. Creating problem situations-the starting point of cultivating core literacy

The so-called "problem situation" refers to the spatial learning environment that can achieve the goal through analysis, understanding and induction under the guidance of specific goals. It is targeted, inspiring, novel, interesting and interactive.

Creating problem situations can stimulate students' enthusiasm and creative thinking activities to explore and solve problems, and really promote students to change passive learning into active learning. "Learning from learning" is an effective means to cultivate and develop students' core literacy.

In teaching, teachers should find the breakthrough point of "problem situations", create various problem situations, and tap students' potential, so as to improve students' internal driving force for problem inquiry and cultivate students' innovative thinking and spirit.

Teachers can create question situations with suspense and cultivate students' historical evidence consciousness and historical interpretation ability.

For example, teachers can first throw students such a suspense in class: "The Taiping Heavenly Kingdom Movement led by Hong Xiuquan has been in full swing since it broke out in 185 1 year, and entered its heyday after 1856 won the Eastern Expedition.

However, just because one thing changed the fate of the Taiping Heavenly Kingdom, it quickly went to extinction. As the saying goes, "prosperity is fast and decline is fast." What's going on here? "Inspired by this suspense, the students soon became interested in this question and couldn't help but start reading books and materials, eager to find the answer.

In this way, students develop their thinking, acquire new knowledge and improve their core literacy in the process of exploring and solving problems.

Teachers can also use assumptions to create problem situations and cultivate students' historical understanding ability.

For example, a teacher can create such a question situation when telling students "On the Unified Politics of Qin and Han Dynasties": "If you were Qin Shihuang, what measures would you take to consolidate your imperial power?" In the atmosphere of problem situation, students quickly put themselves in the role of Qin Shihuang and express their views, which not only deepened their understanding of the problem, but also cultivated their ability to feel and understand related historical issues from the historical perspective at that time.

3. Advocating cooperative inquiry-the focus of cultivating core literacy

Innovative spirit and practical ability are important core qualities of students.

In teaching, teachers should grasp the key point of "cooperative inquiry".

The so-called "cooperative inquiry learning" is a learning method and process that selects and determines the research theme from the subject field or social life, creates inquiry situations in teaching, obtains the development of knowledge, skills, attitudes and values through students' activities such as division of labor, cooperation, reading, thinking, discussion and communication, and cultivates students' exploration spirit, innovation ability and practical ability.

For example, in teaching, teachers set the theme of "Exploring the relationship between China's ancient history and local areas" and carried out cooperative inquiry learning activities.

The steps of inquiry are as follows: let students make plans around the core issues of inquiry and define the division of labor; Each group collects and studies historical materials through various channels to sort out the relationship between China's ancient history and local areas; Each group sorts out and discriminates the collected data, and through discussion and exchange within the group, under the guidance of teachers, writes the research report of this group; Organize a class communication meeting, where representatives of each group introduce the research results of the group, answer questions raised by other students, and further revise, supplement and improve the research report of the group; Compile the research reports of each group into a book as the result of cooperative inquiry learning activities.

On the one hand, through collecting historical materials by oneself, this special inquiry activity in the form of group cooperation promotes students to explore historical issues with evidence consciousness, which not only cultivates students' methods and skills of exploring problems, but also develops students' thinking ability and forms the consciousness of historical material argumentation; On the other hand, through the division of labor and cooperation of the group, especially the continuous polishing of the research results, it not only improves the students' literacy of understanding and explaining history, but also enhances their communication ability, cooperative spirit and competitive consciousness.

4. Realizing emotional experience-the foothold of cultivating core literacy

From the perspective of subject teaching, the formation of historical core literacy needs not only the acquisition of knowledge and skills, but also the experience and sentiment in the process of acquisition, internalizing it into excellent character and externalizing it into lofty behavior.

It can be seen that the process of history teaching is a process of learning and experience intertwined with knowledge and emotion, but emotional education can not be accelerated overnight, but a process of "emotion-experience-understanding-internalization".

Therefore, in classroom teaching, teachers must use a variety of effective methods to infiltrate emotions, attitudes and values into history classroom teaching and cultivate students' sentiment.

For example, some historical events are boring and difficult to arouse students' emotional experience. Teachers can reproduce the appearance, words and deeds of historical figures with charming narratives, rich emotions, vivid language and cadence, such as the unyielding national integrity; Patriotic feelings and attitude towards life about the country and the people; Lofty and broad-minded, etc. These are the strings that pluck students' thoughts and emotions, so that students can be influenced by the spirit in the vivid narration of the teacher, learn from the wisdom of their predecessors and improve their spiritual realm.

In order to close the distance between students and history, teachers can also use multimedia to play related movies and pictures, and create a teaching situation combining sound, image, picture and text, so that students can have immersive feelings and experiences.

It can not only stimulate students' interest in learning, but also deepen their understanding and judgment of historical events in the process of perceiving, experiencing and thinking about history, thus producing distinctive historical value.

In addition, you can also write historical plays, by playing the role of history, let students travel through time and space, "talk" with historical figures, collide with their hearts, and then make value judgments on history; By visiting museums, memorial halls, etc. You can see "scenery" and give birth to "feelings", so that students can have distinct emotional attitudes and values on the basis of experiencing history.

5. Constructing multiple evaluation-the supporting point of cultivating core literacy

Teaching evaluation is a major difficulty in curriculum reform and a supporting point for cultivating students' core literacy.

In order to promote the all-round development of students, teachers should construct diversified evaluation models: diversified evaluation objectives, diversified evaluation subjects, diversified evaluation methods and diversified evaluation standards.

The diversification of evaluation objectives means that when evaluating students' learning history courses, we should not only pay attention to students' understanding of historical knowledge and mastery of historical skills, but also pay attention to the evaluation of students' ability to find and solve problems, and pay more attention to the evaluation of students' feelings, attitudes and values. Diversification of evaluation subjects means paying full attention to students' dominant position in the evaluation process, not only teachers' evaluation of students, but also students' self-evaluation, mutual evaluation and even parents' participation in evaluation. Diversification of evaluation methods means paying attention to process evaluation, which depends not only on the results of students' mastery of historical knowledge, but also on whether students feel history in the learning process, so as to experience a sense of history.

The means of evaluation should also be flexible and diverse. In addition to the paper and pencil test, historical drama performance, historical essay writing, historical investigation activities and historical archives can also be used. Diversification of evaluation criteria means respecting students' individual differences, putting forward the best solutions to problems according to the advantages and disadvantages of different students, especially encouraging and supporting students who lack self-confidence, and giving full play to the incentive and development role of evaluation.

In short, it is by no means a one-off event to cultivate and develop students' historical core literacy. We must rely on front-line history teachers to renew their ideas, upgrade their majors, infiltrate in teaching and accumulate in daily life. Only in this way can we really cultivate students' excellent character and innovative ability and let them develop in an all-round way.