How to strengthen national education in secondary school history classroom teaching

The teaching of history in secondary schools has a more significant mission than the transmission of knowledge and the cultivation of ability - literacy nurturing, casting the core literacy of future nationals and letting their spirit stand up is the ultimate goal of history education. The real value of the discipline of history is not in the law of teaching and learning, but in the nurturing value of learning history for students' success, growth, success, and adulthood, i.e., the nurturing of human nature. When history teaching is still popular in the means of dissemination of historical knowledge or teaching techniques constantly renovated, trying to solve the problem of students "how to eat" a variety of laws and tricks, we will often ask ourselves: for a nearly adult high school students, history classroom teaching is to tell them "how to eat" important? How to eat" is important for a nearly adult high school student? Or is "what to eat" more important? Of course, the most important thing in secondary school history teaching is not to tell students how to eat, but to solve the problem of what to eat and what kind of "nutrition" based on the needs of growth, what to eat is more important than how to eat. Growth needs nutrition, it does not care too much about this nutrition is how to eat in, as in real life, the vast majority of people eat eggs because it has the nutrients we need, rather than every day to study the egg is which hen? How was it laid? How do I eat the egg? Therefore, in order to nurture students' personality and humanity as the main purpose of history teaching content selection and the mining of the value of history education seems to be much more important than imparting knowledge and cultivating ability. Knowledge can certainly generate power, and the process and method can also cultivate ability. But the values mined from historical knowledge can determine the direction, and the values of goodness can be nurtured with true historical facts and beautiful methods. Historical knowledge is only important when it helps students pursue truth, goodness and beauty, and wisdom and values are more important than knowledge and ability. If the high school history classroom lacks the right choice of value leadership, it is easy to cultivate learned and even artistic demons, or psychopaths; any opportunity may turn into traps and hazards, and the greater the ability, the greater the destructiveness. Literacy intention and nurturing is the core objective and the most important pursuit of the secondary school history classroom.1. Stupid birds also have short branches: everyone is Einstein's view of talent is the foundation of literacy and nurturing Stai Fertilizer in the article "This is the criterion for judging whether a person is educated or not," argues that: "True education is the spirit of freedom, civic responsibility, great ambition, critical independent thinking, moment-by-moment self-awareness, the foundation for lifelong learning, and the ability to achieve happiness." Wang Xiong, one of the representatives of the new education, also believes that "Let every life become the best self," "The new education expands the length, width, and height of life," and "Natural life emphasizes length, social life emphasizes width, and spiritual life emphasizes height". "Schools have to present the best of human beings in schools through various methods, so that each student can continuously discover himself, find himself, and ultimately accomplish himself in the process of meeting with great things [1]." Most of the secondary school history textbooks describe, record and present the "great things" in history, and the history classroom is a place where every student meets the "great things" directly and often. In order for every student to encounter great things in the history classroom, history teachers must first have a comprehensive view of talent. Because every life will have its own light, even a stupid bird, God has prepared a short branch for him. This is the basis for literacy development in the secondary school history classroom. No. 1, talent is no longer just for the elite. Today's world needs both a handful of highly sophisticated talents and a large number of popular talents who do ordinary things. Anyone who abides by the law, contributes to society and is accepted or needed by society is a talent. Our education should be stratified and focused on the cultivation of ordinary talents; we cannot let most ordinary talents play "golf" with us in order to cultivate a few elite talents. With the arrival of the 4D industrial era, the social demand for talent tends to diversify and personalized, everyone is Einstein, Joe irrigation is good at its own beauty, everyone is this society can not lack of talent. Arborvitae large wood can be made into tall beams, or tables and chairs and benches; shrubs in society is also indispensable, can green the world, improve the air needed by mankind; can also reduce the haze; but also pharmaceuticals, or made of black coarse tea or Pu'er tea. When people make the tree into a pillar of talent, shrubs black coarse tea will also be collected for a long time and become a treasure in people's mouth. Therefore, today's education must be accompanied by social progress and development, from the ability-centered education system to the "literacy" centered education system, so that education is no longer just for the cultivation of a few elites, it must be oriented to all students, for the growth of all students and improve their literacy to provide an "organic fertilizer". "Organic fertilizer". No. 2, the advent of the era of mass education, university education has moved from elitism to basicity, generalization and popularization. This kind of universalized university education can no longer provide students with "excess profits", and knowledge is no longer the only way to change one's destiny, nor is it the only ladder leading to success. In terms of probability, the secular success recognized by society is often only the success of a few people. As a matter of fact, the college entrance examination nowadays has long ceased to be a selection of a few elites, and universities do not only train a few top talents. When most people have the opportunity to study in universities, secondary school history education must serve the humanity and growth of the majority of ordinary people, with a good mind and healthy body to frankly face the life frustration and suffering, and cultivate the ordinary, plain talk, flat, calm, usual and even mediocre happy happy people is the future of secondary school history education is the main task and the norm, do not discriminate or even to encourage students to become happy ordinary people, history Education should not only serve the elites, but also serve the ordinary people. Thirdly, living a healthy, ordinary and happy life is also a success in life. Fracturing one's life for the sake of success, or becoming highly educated and savage is never the ultimate goal of education. The core goal of education is to nourish the character, to make their spirit stand on its feet, and to help them find a way to live happily. And not just the world is to recognize the promotion to a higher position, or a successful career. "Three equalizations and two healths (three equalizations are plain, ordinary, and commonplace, and two healths refer to physical and mental health)" is likewise a success, a success that the vast majority of people in society possess. When the student encounters the capriciousness or unfairness of fate in his future life path, he can smile and say: I can still maintain a beautiful mind and continue to pursue being a good person, a good person, because history makes me no longer afraid of the future! No. 4, appropriate and moderate knowledge transfer and ability development is the best education. In the past, especially in the early stage of reform and opening up, based on the poverty of knowledge and the importance of knowledge for reform and opening up, people were very thirsty for knowledge, just as one needs to solve the problem of food and clothing, and China initially formed an education system centered on "knowledge". Education to the test has become the entire content of student development and the only pursuit, white plus black (day and night), horizontal and vertical (weekly schedule of seven days horizontally and eight periods a day vertically), scrambling for time, in order to obtain the most knowledge. Unbeknownst to them, when teachers are overloaded with knowledge or keen to fill the classroom with knowledge, students' excessive knowledge intake is like eating too much, which makes them easy to become uninformed nerds, and tends to lead to a decline in the development of students' imagination and creativity, and seriously squeezes the space for students' future development and enhancement. With the further development of reform and opening up and the process of modernization, "ability" determines everything, ability solves everything, ability proves everything, and society as a whole has formed an education system centered on "ability". If a person's ability is not great, or if he cannot be elitist, the education and training he receives may be greatly reduced. Excessive attention to elite talents and training, in fact, violates the other non-elite talents of equal rights to education, key secondary schools, key classes set up is the biggest educational inequity. Whether it is the knowledge system or the ability system, history education does not have the right to forcefully occupy all the time and space of students. Indeed, during the period of growth, their main task is to learn knowledge, cultivate ability, but this main goal is not all the growth of students, to give them enough self-reflection and growth of leisure time and activity space, so that they are better prepared for their own life development. True education should not only lay a solid foundation of knowledge and ability for students' growth, but also reserve enough space for their future development.2. Kindle the classroom with conscience: history teaching can make students acquire lifelong literacy "Literacy is the result of indoctrination, is the result of one's own efforts, the influence of the environment, and the training and practice of the acquired ideas, character, knowledge, skills and abilities. It is the result of one's own efforts and the influence of the environment. Among them, the ones that can especially contribute to the growth and development of a person's life, which can be upgraded and advanced, are the core literacies [2]." A person's comprehensive quality is determined by genetics, environment and society, of which school education plays a key role in the formation of personal quality, and this key role is mainly reflected in the primary and secondary education stage of the various disciplines and its core qualities, the core qualities of the objectives of a number of disciplines *** with the same composition and the formation of students' personal quality. When students go to society, they have learned the knowledge of history may have long been forgotten, but they learn history when the formation of the core qualities but let them lifelong use, they and which did not learn history in the quality of the people, especially in the emotional intelligence is a different performance. Therefore, the unique core qualities embodied in the history subject in the process of raising students are six aspects, namely, "temporal logic, historical evidence, developmental vision, diversified connections, objective judgment, and understanding of the body". So that students in the future life, whether they are doing or doing, can always, everywhere, everything with "based on space-time and empirical evidence, based on the development and pluralism, good at understanding and judgment" value concept and literacy [3]. (1) Spatio-temporal logic. Any historical things are in a specific, specific historical time and geographical conditions. Historical concept of time and space is specifically implemented in secondary school history teaching, the main performance is: to understand the logic of time and space in the process of historical development, to describe and understand the past development of mankind through the way of staging, sectioning, geographic, national and ethnic. It also places historical events within the temporal and spatial framework of the historical process, and examines and understands the significance of their existence. The main manifestations of spatio-temporal logic on students' humanistic upbringing are: first, the realization that everything is based on spatio-temporal foundation, which is the basic requirement for students to behave in the future. Second, time, space, things three *** raw camera, historical events must have occurred in a particular time and space, the past time and space, there must be a lot of things we know and unknown things have happened. Time is up, space is also equipped, we should finish what we should do, to understand that there are many things in the world can not miss a certain amount of time and space. Thirdly, we should be good at grasping that the meaning of things in different time and space is completely different, and the effect and influence may also be absolutely different. Fourthly, we should grasp the specific time and geographical environment in which things happen, develop and even the whole process, and construct the correlation and cause-and-effect relationship among people, events, things and phenomena according to the chronological order of events and spatial factors, and correctly understand the significance of changes, continuity, development and progress of things, and correctly treat the people and things encountered in the course of our own lives or the people and things of the whole society in a way that can be correctly and Reasonable explanation and appropriate treatment. (2) Historical evidence. History is a humanistic social science that emphasizes logical reasoning and rigorous argumentation. Any historical conclusions and judgments must be based on true and reliable historical data, and the arguments come from history, and the evidence comes from history. Consciously develop a sense of evidence based on historical materials, have a material to say a word, a solitary evidence does not stand. Being able to take the valuable and meaningful historical materials as evidence to argue for historical conclusions, forming a sense of empirical evidence of historical argumentation. Historical evidence of humanistic education for students is mainly manifested in the following ways: First, historical evidence can at least nurture students in the future life and social life, especially in the process of dealing with people, the formation of conscious empirical awareness, learn how to collect, select and use a variety of information, and develop the habit of discovering the clues and effective information in the vast ocean of information, and after their own thinking and comparison to determine whether the information can be used as empirical evidence. can be used as evidence. Secondly, we should not only be good at collecting information, but also good at judging its credibility and use value. The source of historical materials should be broad, and the reliability and value of historical materials should be analyzed in an objective manner, the value of selected historical materials should be accurately judged, and effective information should be extracted from historical materials. Third, to develop a high level of empirical awareness and to be able to form new questions from information and construct their own value narratives and emotional attitudes. Fourth, they learn to focus on logical reasoning in the argumentation process; the argumentation process is rigorous, and the conclusion must be based on true and objective historical facts, and the conclusion is reliable only if the historical facts and materials are true. Fifth, false or falsified history can not cultivate good and honest citizens, can not meet the evidence to speak and rationality is the basic requirements of civil society. Only true and noble history will give us the confidence to move into the future. (3) Developmental perspective. Human history is never-ending forward development of any person, event or thing is unstoppable. It is specifically embodied in the secondary school history teaching task: to understand the clues, changes and development in the process of historical development of the basic situation, to identify the various forms of the development process, to recognize and grasp the overall trend of historical development and trend. The main manifestations of the developmental perspective on students' humanistic upbringing are: first, the cultivation of students' basic ability to grasp the changes, continuity, inheritance and development in the course of history in general, and their ability to identify the basic forms and types of historical development and change in particular. The second is that human history is development and change, is in the inheritance and development of the continuous forward; it is not nine pounds of old lady generation is not as good as a generation, even if there is a stagnation or retrogression phenomenon in history, it is only a temporary zigzag in the process of development. Students learn not only the continuation, change and development of knowledge in the subject of history, but more importantly, students realize that only with the grand vision of historical development and change can they accurately grasp the general direction and general trend of historical development and their own future development. Thirdly, they understand the differences and evolutionary relevance of historical development in different periods, and understand the ****similarities and differences between different eras, between the past and the present, as well as the inheritance of history; they recognize and understand the reference and reality of historical development. (4) Multiple connections. History is not only development, but also the connection is pluralistic, this pluralistic connection is often expressed in the complexity, diversity, specificity and particularity of historical development. Pluralistic linkage of history to the implementation of secondary school history teaching is mainly manifested as follows: pluralistic linkage is embodied in the nationalities, countries, regions; also embodied in the political, economic, social, cultural, scientific and technological, religious, ideological and other fields; also embodied in the society of each individual's different experiences, ideas, beliefs and attitudes. Understanding the diverse development of human history in various regions, countries, nations, and fields, as well as its horizontal and vertical connections, requires us to accurately grasp and recognize the connection between history and real life. The main manifestations of the humanistic upbringing of students by multiple connections are: First, the future life of students and the society they live in are the same as those in which we have learned history: there are various organic connections, diversity, complexity, specificity, and particularity that are often manifested not only in internal and external connections, such as vertical and horizontal connections, ancient and modern connections, and Chinese and foreign connections. Second, learn from the overall concern, grasp and explain the diversity of things and universal links, not a single, independent, decentralized view of things. Thirdly, we should have the view that there are diversity and multiple choices in historical development, and we should not only see the *** same law and trend of the development of human society, but also look at the uniqueness, intermingling *** advancement and mutual influence among various civilizations. Fourthly, it attaches importance to the link between reality and history, bases itself on reality, traces history, and studies and draws on the beneficial achievements of human civilization. Fifthly, we should be good at integrating national civilizations into the broader context of the development of world civilization, and should also be good at exploring the influence and value of national civilizations in order to serve the development of human civilization***. For example, "equality, freedom, democracy and the rule of law" in political civilization, "social equity, overall efficiency and sustainable development" in economic civilization, and "tolerance, compromise, respect, appreciation and openness" in spiritual civilization. in economic civilization, and "tolerance, compromise, respect, appreciation and openness" in spiritual civilization. (5) Objective judgment. According to Qin Hui, "The task of historiography is to explain, to explain the causal relationship of historical events, if not, historiography has no meaning of existence [4]." In the preface of his book Basic Economic Zones and the Development of Water Conservancy in Chinese History, Mr. Ji Chaoding argues, "New experiences lead to new historical insights, and on the basis of these new insights, new problems can be elaborated, old and new arguments can be re-examined, and facts of considerable significance can be picked out of a mass of seemingly useless information. History must therefore be continually rewritten in order to meet the needs of the people of each particular epoch, and the rewriting of history is part of the human endeavor to harness the forces of history, a task which becomes particularly urgent at every turning point in the historical process." Croce also argues that "conceptually, all history is contemporary history." The above three sages tell us that this has to be like a law of history: each generation has the right to see history and reinterpret it according to its own experience. Each generation has the right to view and reinterpret history according to its own experience. Historical judgment is based on the mastery, understanding and interpretation of historical facts. Any historical narrative is essentially an interpretation and judgment of the past, which includes not only the description, organization and combination of historical facts, but also the standpoint, viewpoint and methodology of the narrator, such as the viewpoint of history, values and worldview; different people's interpretations and judgments of history are not the same, and they are pluralistic; and even the same person's interpretations and judgments of history may be different in different periods of time. Even the same person may interpret and judge history differently at different times. Objective judgment is mainly manifested in secondary school history teaching as follows: to be able to distinguish between historical facts and interpretations in historical narratives, and to identify the reasons leading to different interpretations and judgments of history; to be able to make factual judgments on historical facts and to discuss historical issues comprehensively and objectively; to be able to apply correct historical concepts and to discuss one's own view of history comprehensively and clearly, and to make theories out of history, and to combine history with theories. Can not presuppose the conclusion of the reasoning exposition, either a negative to the end, the lack of the necessary reverence and warmth; or worship, full of blind obedience and charm. Warmth and awe, compromise and fairness, harsh condemnation, etc. can be their own views and conclusions, but such conclusions or views can not be predetermined, a serious violation of the logic of the study of thesis from history. Objective judgment of the main performance of the humanistic education of students are: First, the historical judgment must be based on true and reliable historical facts, history is not a manifesto of the victor, nor is it the epitaph of the loser, it is sublime because of the truth. In the classroom, we can neither deify, sanctify, beautify, orthodoxify, revitalize, demonize history, and hold him up as a shrinking counter-attacker; nor can we vilify, belittle, stultify, demonize history, and curse it to the death of the world. Secondly, we should base ourselves on the needs of contemporary society, put ourselves in the historical situation of the time, and think about the importance of historical events, historical figures and historical phenomena. As Yuan Weishi, a great historian, said, "Realistic circumstances will also stimulate the thinking of historical researchers and influence their research direction and their selection and analysis of historical materials." Third, to be exposed to the historical narratives of different historical materials, to understand how the historical judgments of others form their interpretations of history through different means and in different ways, and to explore their intentions and objectively evaluate the significance and value of various historical interpretations. To understand why different times and different value systems lead to different evaluations. Fourthly, by interpreting and judging history realistically, reflecting on history and drawing lessons from it, it is to form one's own correct judgment of history, so that the essential understanding becomes the soul of history teaching and the humanistic qualities needed for students' growth, and history makes students no longer afraid of the future. This is also a way for students to gain autonomy and innovation in learning through objective judgment of history. (6) Understanding by immersion. Being in historical understanding refers to the development of history itself and the process of recognizing people's understanding of history. The former is based on historical materials, the latter is based on historical concepts and categories; the latter is based on the former, and the latter is the theoretical reproduction of the former; the two cannot be equated; the latter abandons a large number of non-essential, tributary, and accidental things in the development of history, and concentrates on the essential, mainstream, and inevitable things in the development of history, so as to form the objective understanding of history; the latter reflects the former, not by deviating from history, but by closely scrutinizing history, so that people can understand history in an objective manner. The latter reflection of the former is not a departure from history, but a profound reflection and understanding of history in the form of strict logic and consistency, which is mainly reflected in the objective interpretation of history, tolerance of history, and identification with history. Embodied understanding is specifically manifested in the following: being able to understand the meaning and main points of various historical narratives; being able to put oneself in the shoes of specific historical facts and form a reasonable imagination and understanding of history; and identifying with and understanding historical change and continuity, inheritance and development, motivation and effect, and accident and necessity. This kind of historical understanding formed on the basis of historical interpretation is not only the soul of secondary school history, but also the humanistic literacy that students need to grow up, and history makes students less afraid of the future. The main performance of the humanistic education of students in the understanding of the body: First, the history is placed in a specific historical conditions for specific investigation, interpretation and understanding, put themselves in the position to understand its inevitability and contingency. The second is to let the mind return to the scene of history, to correctly recognize and understand the occurrence, process, result, nature and influence of historical events, and the words and deeds, contributions and historical status of historical figures. Thirdly, to view and understand the past as objectively and realistically as possible from a historical perspective, and not to use modern values or standards to demand harshly of the ancients; and thus to analyze and summarize the characteristics, nature, significance and impact of things. Fourthly, understanding is based on a certain outlook on life, the world and values; in turn, history's rich ideology, cultural traditions, emotional identity and values help to nurture these "three outlooks". The social function of the discipline of history is not only to mechanically transmit the memories of mankind, but also to provide historical lessons and human **** the same pursuit of the development of the current society, and to provide nourishment for the growth of the individual society and the revelation of life. Fifth, to form a sense of identity with the country and the nation, to understand China's specific national conditions from a historical perspective, to form a sense of identity with the Chinese nation, to understand the historical value and practical significance of the Chinese civilization, and to realize that national unity, national unity and social stability are the important guarantees of China's strength and prosperity. Sixth, the formation of a correct sense of international understanding, respect, understanding, tolerance of the cultural traditions of the world's countries and peoples, and the formation of an open mind and heart towards the world.3. There is always a view in the heart: the excavation and formulation of the goals of history teaching literacy In March 2014, the Ministry of Education issued a document entitled "Opinions on comprehensively deepening the reform of the curriculum to implement the fundamental task of establishing morality and educating people," which put forward, for the first time, the concept of core literacy, and particularly emphasized that it is the key to deepening the curriculum. And it is especially emphasized that it is the fundamental to deepen the curriculum reform and implement the fundamental task of moral education, and it is the ultimate goal and navigator of the new round of education reform and curriculum reform. The essence of history education is to nurture personalities, and the ultimate goal is to make their spirits stand on their feet. Prepare in advance the foundation of literacy required for engaging in various professions or endeavors, and try to avoid moral incompetence. When a person's IQ is not enough and his ability is not strong enough, his superb emotional intelligence, moral character and literacy can make up for his deficiencies, which can also make him successful in his career and happy in his life. However, when a person's IQ is super high, super ability and emotional intelligence, character and literacy is seriously inadequate, high IQ and super ability can not make up for the virtue and literacy defects, it is difficult to obtain great success in life, easy to encounter a variety of obstacles, and even devastating blow. Therefore, secondary school history should be good at excavating, formulating and implementing the literacy goals of every historical knowledge, so that they can serve the growth of students. No. 1, digging and formulating literacy goals indispensable concept: the secondary school history teaching with literacy as the core currently exists six major problems: first, the concept of literacy in history teaching and defining the concept of wavering. Second, the formulation of literacy goals for each or several historical knowledge points is ambiguous. Third, the interpretation and understanding of history is half-understood or over-interpreted. Fourth, the instructional design around the core objectives of literacy and nourishment is two-skinned. Fifth, the value leadership is easily twisted and deformed. And the current our history classroom is mainly the existence of the sixth major problem: the classroom to show the teacher's excellence, away from the students as the core. The richness of performances in classroom teaching, the flexibility of games and storytelling, the novelty of paintings, speeches and dialogues are all used to prove the excellence of the teacher, not to serve the students. The classroom is constantly being used as a showcase for the teacher's humor, professional skills, innovative teaching methods, and flexible pedagogical approaches, making the students a supporting role in the classroom. Peer-to-peer communication and cooperation among students are also mainly for the purpose of setting off the teacher's show, and classroom discussions, cooperation, thinking and colorful activities are only for the purpose of creating the illusion of active participation by students in the classroom. Even this kind of showmanship is strictly limited to a particular period of time, so as not to detract from the demonstration of the teacher's excellence. Students' discussions and real sense of inquiry are slapdash, always in a disguised state of suppression; in-depth thinking and thinking development is even more shallow. These adverse phenomena at all levels and types of excellent class, demonstration class, competition class performance is even more serious. It is based on the current reality of history teaching, literacy goal mining and development must have several indispensable concepts. First, students are the ultimate goal of all literacy goals, is the starting point of the history classroom and fundamental. Nurturing students' literacy and providing them with appropriate nutrition for growth are the main goals and functions of the secondary history classroom. Based on this, the reasonable setting of history teaching goals, the appropriate selection of history teaching content, the reasonable arrangement of history teaching process, and the selection and use of history teaching evaluation must be based on the principle of "all for the sake of the students, for the sake of the students, and for the sake of the students". "The classroom is the classroom of all students. The classroom is the classroom of all students, knowledge construction and skills training, ability development and personality formation, cooperation and competition and communication and interaction are all students' business, everyone has a share. The optimal effectiveness of history classroom teaching is not only to allow students to participate widely, but also to meet the individual needs of students. Secondly, the literacy goal plays a guiding, leading and radiating role in the teaching of secondary school history, which is the upper goal of the literacy goal of the discipline, and is the "outline" built on the basis of the "purpose". Knowledge and skills to generate power, process and method of cultivating ability, emotion, attitude and values to determine the direction; further in short, "knowledge generates power, values determine the direction". In the past, knowledge and ability were the whole world for students; however, knowledge and ability are also like breast milk for feeding children; if you don't eat it at the beginning, your growth will be affected to a certain extent, but if you eat it all the time, you will surely suffer from mental malnutrition. Now, the core goal of our secondary history education has moved from the knowledge system and ability system to a more essential literacy system. Therefore, and then colorful means of teaching can not become the protagonist of classroom teaching or the main idea, the main idea of the classroom is the needs of students and their growth and development, teaching methods and teaching methods can only be attached to the needs of the students' literacy development. No pictures, music, video, animation of history teaching classroom, as long as it meets the above requirements, is also a wonderful classroom. Pictures, music, video, animation and other teaching tools or teaching methods are wonderful, but also can only be an auxiliary means of communication, is to serve the classroom, service teachers, and ultimately serve the students as the main theme. Thousands of classrooms, only this is great. Thirdly, the fundamental criterion for evaluating a good class is the degree of education or suitability for students' literacy. An excellent history class can demonstrate the teacher's announcer-like Putonghua, humorous language, cutting-edge educational thinking, advanced teaching concepts, profound professional knowledge and skills, flexible and rich teaching strategies, unique and innovative teaching methods, and flexible and versatile teaching methods. It can also show the richness, flexibility and novelty of the whole class, so that the teaching is difficult, the thinking is high, the development is long and the expansion is wide. Whether it is the former or the latter, all of the above must be centered on nurturing students' literacy. The history classroom based on students' growth needs should be simple and concise rather than luxurious and fancy, content effect rather than formal atmosphere, value-oriented rather than knowledge and ability, and literacy rather than test scores. If the goal of student-based literacy can not become a history classroom teaching in the top of the mountain navigation tower, or be seriously weakened and marginalized, the history classroom teaching should be simple and life-supporting will allow students in the tedious, messy people or machine irrigation in the face of ineptitude. At the same time, the secondary school history classroom should also pay attention to is: can not put a lesson function unlimited enlargement, serious squeeze students growth and nurturing time, independent development space. Efficient is not the same as large capacity, good class is not the same as more goals. The most ideal classroom capacity is to pursue the right amount at the right time, and to allow most students to absorb and digest. Determine one or two teaching objectives, solve one or two teaching problems, apply one or two teaching strategies, teach one or two learning skills, accomplish one or two teaching tasks, and cultivate some life qualities. Therefore, a good history class must be to nurture students as the core of literacy, teaching capacity is simple and not simple; teaching activities moderate and not complicated, can not weaken the student's main position, teaching methods can be colorful, but can not be changed into a machine irrigation irrigation, and can not be in the eyes of the only excellent students and not all students. Fourth, the basic knowledge of history is the foundation of the ability to cultivate and values of nurturing, "any understanding and conclusions should be based on solid historical facts, from the perspective of history to find problems, thinking about society and life, there is no knowledge of history as the raw material for thinking and comparing the reference, and it is impossible to be true, accurate and effective. From the height of historical literacy, historical knowledge is both specific and holistic, both independent and also need to be connected back and forth, up and down, left and right, not only to ensure that the knowledge is complete and unique, but also to digest, process, and refine it [5]". Both the curriculum standards for the subject of high school history and the syllabus of the gaokao examination make clear provisions for the basic knowledge of history that students need to master. For example, the gaokao syllabus stipulates 28 first-level knowledge points and 90 second-level knowledge points. If there is no basic knowledge of history as a medium and rely on, the ability to cultivate the discipline and student life is the source of water, no wood.