Author(s)

Liu Hui

Corresponding Author

Liu Hui

Abstract

This paper aims to explore the questioning strategies in junior middle school history class based on the cultivation of historical evidence literacy, with a view to improving students' history learning ability, thinking ability and humanistic literacy. This paper expounds the importance of empirical literacy of historical materials in history teaching, as well as the problems of insufficient use of historical materials in junior high school history teaching at present. Based on this, the questioning strategy of cultivating empirical literacy based on historical materials is deeply explored. Various strategies such as historical data introduction questioning, historical data discrimination questioning and historical data application questioning are designed in detail, and teaching suggestions are given. These questioning strategies can effectively stimulate students' interest in history learning and enhance their ability to demonstrate historical materials. By adopting these questioning strategies, students can show a more active participation attitude in class, and can better understand and use historical materials for historical study and thinking. To sum up, this study believes that the questioning strategy in junior high school history class based on the cultivation of historical evidence literacy is an effective teaching method, which can improve students' history learning ability and thinking quality.

Keywords

Empirical Literacy of Historical Materials; History Teaching in Junior Middle School; Questioning Strategy; Teaching Ability; Information Technology Application