First, draw a historical time chain to strengthen students' concept of time and space and historical evidence.
The so-called concept of historical time and space is simply a person's understanding of the connection and analysis between events and things in a specific time and space. By studying history, junior middle school students can not only understand specific events in history, but also effectively combine events with time and place, thus achieving the goal of cultivating students' historical time and space view. Historical evidence emphasizes the rigorous attitude of respecting history, that is, it is not easy to trust authoritative historical materials, but to determine the authenticity and credibility of historical events by combining the actual investigations of all parties and the mutual confirmation of historical materials. This is very necessary in historical research, and it is also the basic quality that historical researchers should have.
In junior high school history teaching, in order to improve students' sense of historical time and space and empirical awareness of historical materials, the author suggests that students should first make a time chain from the Yanhuang period to the founding of New China, so that junior high school students can know which period of history they have blind spots in. For example, some students don't have a good grasp of the time of the Five Dynasties and Ten Kingdoms, because this part of knowledge is not introduced much in history books, and some students don't have the habit of consulting extracurricular books. After knowing the knowledge loopholes, it is particularly important to check and fill the gaps in time. This teaching method is very important for cultivating students' historical view of time and space.
There is obvious help. Secondly, after the correct time chain is discharged, the major events of each era are filled into the corresponding time periods one by one, and the mutual confirmation of historical events can effectively cultivate students' ability to demonstrate historical materials.
Second, based on historical events, stimulate students to understand, express and explain.
Historical understanding refers to the emotional orientation and rational understanding of the narrative of historical events. After a certain learning process, students can first rely on real historical materials to understand specific historical facts, better understand and recognize anything that happened in history, master causality, and show their attitude of respecting and understanding others and handling problems around them objectively. Historical interpretation emphasizes that students can rationally analyze and objectively judge the real events in history according to historical materials and their own understanding of history, instead of taking advice from others and favoring a historical figure according to their own preferences. These two historical core qualities should be the focus of junior high school history teaching.
For example, after teaching the lesson "Opium War" in China's modern history, students already have a certain understanding of this lesson, so we can let them analyze the reasons for the outbreak of the "Opium War" in connection with the specific historical facts of this lesson, including some strategies adopted by China's domestic economy, politics and culture, as well as the economic and political development level of foreign western countries. For example, from the domestic perspective, some students thought that China had a vast territory and a large population at that time, and if the capitalist dumping market was opened, it would have great economic benefits for the western powers, so they launched the Opium War on the pretext of "Humen destroying opium" and took the opportunity to open the capitalist dumping market. Some students, from an international perspective, think that China's economic and political system at that time was backward and corrupt.
The closed-door policy implemented by the backward Qing dynasty seriously restricted the circulation and development of world trade, especially the interests of the British, and even provoked war. In this way, everyone brainstorms and expresses their opinions, and the atmosphere of analysis and discussion in the classroom is extremely active, which is of great help to cultivate students' historical core literacy.
Third, draw lessons from experience and establish correct historical emotional values.
As the saying goes, "Remember the past and learn from the future", and the experience and lessons of predecessors are very valuable, which can inspire and draw lessons from future generations. Therefore, studying history, more importantly, can cultivate students' correct value judgment of history and urge students to establish perfect emotional values, which is the requirement of historical values in historical core literacy. Good historical values can help students go further in history study and future history research, broaden their horizons and improve their humanistic quality. To some extent, this is also the embodiment of quality education reform in China.
In short, under the advocacy of quality education, we should attach importance to the cultivation of students' historical core literacy. To implement this teaching reform trend, we need to start with five historical core literacy, combined with effective teaching attempts, such as drawing historical time chain, strengthening students' concept of time and space and empirical ability of historical materials, inspiring students to understand, express and explain based on historical events, drawing lessons and establishing correct historical emotional values, so as to effectively cultivate junior high school students' historical core literacy.