How to embody quality education in history teaching

Examination-oriented education is a selection and elimination mechanism with examinations as the only means. Under this system, the quality of students' learning and the level of teachers' teaching are naturally measured by test scores. In order to improve the "teaching level", teachers often test what to teach, and even teach how to test, and the content that is not covered in the test is not deeply reflected in teaching.

As a result, students will only learn the content of the examination, but will not be able to broaden their knowledge, which will seriously restrict the normal teaching function of the history discipline. The specific performance is as follows:

1.In terms of giving full play to the function of the discipline of history. The three pedagogical tasks to be achieved in secondary school history teaching include imparting knowledge, educating ideas and cultivating ability, but in actual teaching, the latter two functions have been weakened.

Examinations can only basically test whether students have mastered the knowledge of their own subjects, and teachers will naturally focus on imparting knowledge and ignoring other contents under the guidance of this examination mechanism, especially the embodiment of patriotism in history education is not deep enough.

2.In terms of building capacity. According to the requirements of the history syllabus, in the teaching of history in middle schools, it is necessary to initially enable students to master the ability of memorization, comprehension, analysis, synthesis, and application, which is a deepening process from low to high level.

Tell your classmates about the contraband in ancient books.

The core literacy of the discipline of history has the most necessary and critical common literacy that is indispensable and relatively stable with the characteristics of the discipline of history, which mainly includes five aspects: spatio-temporal perspective, empirical evidence of historical materials, historical interpretation, historical understanding and historical value.

1 Temporal and spatial perspectives.

The spatiotemporal perspective of history refers to the concept of placing the understood historical facts in the specific spatio-temporal conditions for observation and analysis[1]. Mastering the concept of "time and space" is the most basic requirement for students to learn history well, and it is also the basic way to cultivate students' thinking level.

2 Historical evidence.

Empirical evidence of historical materials is not only an important method for historical learning and research, but also an important level of interpretation and evaluation of history. In the process of learning history, teachers should cultivate and develop students' ability to use historical materials to conduct empirical evidence, and teach students how to collect, distinguish and use various historical materials. It teaches students to use relevant historical materials to form a new vision of problems and construct their own historical narratives, so as to cultivate students' awareness of evidence that "history comes from evidence and theory comes from history".

Historical interpretation refers to the level of rational analysis and objective evaluation of historical things based on historical materials and historical understanding. To cultivate and develop students' level of historical interpretation, it is necessary to help students develop the importance of thinking about historical events, historical figures and historical phenomena in historical situations and contemporary contexts, to judge human society and practical problems with an objective attitude, and to further reveal the significance and value of historical interpretation, so as to cultivate students' ability to narrate history and form historical understanding.

Historical understanding refers to looking at and understanding what happened in the past as objectively and realistically as possible from the practical perspective of history. Teachers should cultivate in students an attitude of "understanding and sympathy", a broad mind and a rich imagination, so as to guide students to understand and perceive all kinds of things that happened in history, and to construct their own historical narratives in understanding history, so as to improve students' thinking level and form accurate historical views.

5 Historical values.

Historical values are the dialectical unity of historical fact judgment and value judgment, and are the value orientation condensed from the pursuit of truth, goodness and beauty in humanistic research. Cultivating students' historical values is to help them develop the consciousness and spirit of seeking truth and truth; Draw beneficial spiritual wealth from the process of historical development, and develop a positive and healthy outlook on life and values; Understand the historical value and practical significance of Chinese civilization, and form the belief of inheriting and promoting the excellent traditional Chinese culture; To enable students to form an accurate sense of international understanding, respect and tolerate the cultural traditions of all countries and nationalities in the world, and form an open mind and mind to the world.