First, in order to improve the ability of college entrance examination, we must have historical literacy.
In order to improve students' history scores in the college entrance examination, senior high school history teachers should put improving students' subject literacy in the first place in teaching and preparing for the exam, and become the key research direction of teaching, thus making history subject literacy an effective means to improve students' history scores in the college entrance examination.
1. Basic historical knowledge
The college entrance examination history questions are higher than the history textbooks, but they also come from the history textbooks. To cultivate and improve students' historical literacy, students must have a solid basic knowledge of history. Learning and applying basic knowledge is the basic quality of learning history well.
2. Historical thinking
To improve the understanding of history and solve historical problems requires students to have rigorous historical thinking. After students master historical thinking in their minds, they will consciously use disciplinary thinking to solve problems when they encounter historical problems or test questions. The disciplinary thinking we are talking about here mainly includes historical thinking and philosophical thinking. Specifically, it is the relationship between economic base and superstructure, productivity and production, contingency and inevitability in the process of historical development, internal and external factors in the development of things, and the understanding and discussion of historical events in a distinctive historical environment.
3. Ability of history discipline
The basic abilities that students need to master include: reading comprehension, induction and generalization, judgment and analysis, explanation and comparison, evaluation and demonstration. It is embodied in obtaining and mobilizing information, mobilizing and applying knowledge, describing and expounding things, demonstrating and discussing problems, etc.
4. Multi-scientific historical view
Multi-scientific view of history is a basic viewpoint to guide senior high school students to analyze and solve historical problems by using the thinking and methods of history discipline. It is not only the basic quality that students should have in the history examination questions of the college entrance examination at present, but also the basic historical quality that students should master. His views mainly include historical materialism, modern history, overall history and revolutionary history. The scientific application of multiple scientific historical views is the basic condition for students to learn high school history well, and it is also the starting point and foundation for students to analyze and solve historical problems. In high school history teaching, it is a piece of cake for students to master its basic connotation and skillfully use it to solve historical problems, so as to improve the history score of college entrance examination.
Use what you have learned.
The purpose of learning history is to learn from the past. Therefore, the history test questions in the college entrance examination will make students pay attention to the real society with historical knowledge, and let students understand the real society with historical knowledge in the process of learning history, so as to learn from the past, compare the past with the present, and learn from the past.
Second, explore strategies to cultivate and improve students' historical literacy.
1. On the basis of mastering and skillfully using textbook knowledge.
The history textbook of senior high school is the basis and basis of the proposition of the history test questions in the college entrance examination, and it is also an important source for students to learn history knowledge. The historical knowledge in textbooks is large in capacity and information. To improve students' historical knowledge, we must first make students master the basic knowledge of textbooks, closely follow the textbooks, implement the "two basics", establish a complete and substantial historical knowledge system for students, and ensure that students can skillfully use the historical knowledge they have learned to solve historical problems.
2. Do a good job in history classroom teaching.
History classroom is the main place for students to learn history knowledge, and it is also an important platform to cultivate and improve students' historical discipline accomplishment. The teaching quality of history teachers directly determines the students' mastery of historical knowledge and the improvement of historical ability, which requires history teachers to integrate various teaching resources and carry out various teaching activities to enhance students' interest in learning history and let students actively participate in history classroom teaching. In order to cultivate students' consciousness and habit of consciously learning history and consciously using historical knowledge to solve historical problems, so as to effectively improve the teaching efficiency and quality of high school history classroom.
3. Pay attention to experience and learning methods
To cultivate students' historical literacy, we should attach importance to students' experience in the teaching process and let students master scientific learning methods. Only by using the correct learning methods can students' learning ability be improved rapidly and their learning time will not be wasted. Only when students experience the cultivation process of historical discipline literacy in the process of learning can they feel the pleasure of success and urge them to further explore historical knowledge.
Carry out intensive training
Giving lectures to students in history class only lets them master basic theoretical knowledge. To consolidate these theoretical knowledge and improve the application ability, we must rely on practice. Only by practicing more can they improve their application ability. Practice can be divided into in-class practice and extracurricular practice. The exercises in class are mainly to practice the knowledge explained by the teacher, which can be carried out in the form of group discussion, independent inquiry, group debate and exercise test. Extracurricular exercises can help students consolidate their knowledge by reading, investigating, searching and writing small papers. This practical form not only strengthens the knowledge learned, but also cultivates and improves students' historical knowledge.
5. Implement scientific and fair evaluation.
For students' performance in the classroom, the history teacher should be able to give a fair, open and scientific evaluation of the exercises in and out of class in time, so that students can understand the difficulties and correct answers of the exercises in time, thus mobilizing students' awareness of autonomous learning, cultivating students' sense of accomplishment and cultivating and improving students' historical literacy.
In a word, improving the historical literacy of senior high school students is not an overnight thing, nor can it be completed in a short time, but an arduous and complicated teaching task. This requires teachers to change their ideas, actively explore, persevere, scientifically plan, and steadily cultivate and improve students' historical literacy.