In view of the fact that historical interpretation is "the main index to test students' view of history and their development level in historical knowledge, ability and methods", the new curriculum standard of high school history lists historical interpretation as one of the five core qualities. Classroom teaching is the realistic soil to cultivate and realize the above goals. Below, from the perspective of material teaching, the author talks about how to cultivate students' historical interpretation ability with the help of logical arrangement of materials on the premise of clarifying historical facts.

First, distinguish between historical facts and explanations, and be able to understand and evaluate various historical explanations.

"Distinguishing historical facts from explanations" seems simple, but it contains a baptism of students' way of thinking. As far as the development of historiography is concerned, before the 20th century, the scientism school represented by niebuhr Rank put forward the historical thought of "taking facts as the center", which was ambitious to "reproduce all the historical truth". But it is followed by "vivid practice and colorful historical pictures, which are covered by countless data and abstract formal language" in historical research. After the 20th century, related questions and reflections prompted the narrator to put forward the historiography thought of "historian-centered"-that historical materials themselves cannot form a complete system, and in order to understand history, it is necessary to "impose some order, provide some form, endow some model and establish their coherence, so as to mark the whole divided part". Therefore, as a thinking process, historical research is more of a historical explanation, which inevitably bears the brand of historian's personality.

Similarly, the age and thinking characteristics of senior high school students also put them at the threshold of thinking leap from scientism to narratology. Its existing thinking development area is a "fact-centered" historical learning stage. They tend to equate the teaching content in the classroom directly with the true and complete history, and then think that there can only be one explanation of a historical fact, so that the historical fact and explanation can be integrated into one, without distinction. Its recent development zone is to break through an either/or and simplified way of thinking and prevent the simplification, dogmatism and absoluteness of historical knowledge. Therefore, teachers should guide students to realize that historians themselves will choose historical materials according to their own needs (although historians try to avoid them) because of the limitations of the times, experience and ideas and the adequacy of materials, which will inevitably lead to deviations in the interpretation of history. With this "historian-centered" understanding, students will distinguish between historical facts and explanations, and boldly cast a critical eye on various historical explanations, thus laying a psychological preparation for understanding and evaluation.

The so-called "being able to understand and evaluate various historical interpretations" should mean that there are different historical interpretations around the same historical event and phenomenon. Teachers should guide students to understand different historical interpretations and clarify the "nature" and "why" of all parties.

The so-called different historical interpretations can be divided into two types. One is that the emphasis is different, that is, the historical interpretation is different, and there is no substantive conflict, just choosing different sides and different perspectives. The most typical history lesson in senior high school is to interpret the same historical event with different historical views. For example, in the teaching of the rise of the modern west, when explaining the reasons for its rise, no matter which one we start from, we can give a convincing, at least self-evident explanation.

However, students' original simplified and absolute thinking has formed cognitive obstacles. Faced with a variety of historical views, they feel dazzled and don't know where to go. The primary responsibility of teachers is to help students realize that the historical view, as a perspective of observing history and a model of explaining history, is of great value because of its diversity, complexity and relativity. With the help of different historical views, we can see more aspects of the same fact, and thus get closer to the truth of history in an increasingly three-dimensional way.

Secondly, teachers should help students define and understand various historical views, so that they can clearly understand the historical views reflected in the depths of historical narrative when they are in contact with historians' historical explanations, thus laying a foundation for understanding and evaluating different historical explanations. Of course, the historical view cannot replace the historical interpretation itself. Teachers should guide students to explore how historians apply specific historical views to the observation and interpretation of historical facts. Especially when evaluating different historical interpretations, we should guide students to obtain rich and diverse materials and information, so that students' evaluation can be well-founded and well-founded.

The other is the opposition of views, that is, different interpretations are different, which constitutes a substantive conflict. This involves the right and wrong and depth of different interpretations. Teachers should guide students to understand the differences between interpretation and evaluation by analyzing the expositions of different historians on the same historical event, and can explain the essence of contradictions and conflicts from the aspects of source, basis, thinking and purpose.

For example, some teachers put forward two different historical explanations about why the United States and the Soviet Union changed from allies to rivals after World War II. The first is to blame the Soviet government for the transformation, arguing that the cultural tradition of the Soviet Union, its diplomatic intransigence and the fact that it has become the main rival of the United States are the main reasons for the transformation. Second, the transformation is blamed on the American government, which believes that the economic penetration of the United States in all parts of the world, the attempt to surround the Soviet Union in all directions and its strategic goal of dominating the world are the main reasons. Students distinguish their differences on the basis of summarizing the contents of the materials. And through the source (historians of the United States and the Soviet Union), the basis (different cultural traditions of the two countries) and the purpose (demonstrating the justice and rationality of their own measures), both sides are consciously or unconsciously influenced by their own ideology in the pursuit of safeguarding national interests. Although both sides have come to the conclusion that the United States and the Soviet Union are bound to confront each other, it is obvious that in the process of analysis, both sides have exaggerated the threat of their opponents. Thus, help students realize that although a specific historical explanation may not be correct, through different historical explanations and comparative analysis, they can "get closer to the historical truth". That is, the main reason why the United States and the Soviet Union changed from allies to "opponents" is precisely the ideological opposition between the two countries and the conflict of national interests, which has rapidly intensified as the two countries have become the most powerful countries.

Second, we can discuss historical events, people and phenomena objectively and express our views reasonably.

In order to discuss objectively and reasonably, teachers are required to provide sufficient and appropriate materials and presuppose the logical route of students' thinking. For example, when teaching the "New Culture Movement", in the past, after teachers identified their historical contributions, they would involve their overall limitations. Question 22 of 20 16 Jiangsu history college entrance examination just caught this bias in high school teaching and asked students to abandon the original cognitive stereotype. According to the given materials, the following historical theories are drawn from the history: that is, the ideological pioneers of the New Culture Movement believe that there are positive and beneficial elements in traditional culture, which cannot be completely denied, and there are feudal and backward factors in traditional culture, which cannot be fully affirmed.

In fact, from a historical point of view, whether it is absolute negation or critical inheritance, we can find abundant physical evidence to prove it. Because there are a lot of exceptions here, the use of examples is invalid. This undoubtedly plunged students into the fog of history. However, this seemingly embarrassing teaching place is an opportunity to form an objective and reasonable historical explanation.

If the teacher makes the students think, will Hu Shi, the pioneer of combining Chinese and Western culture, really make the mistake of one-sided and absolute thinking that even high school students can agree with? When students start from common sense and think that they should not, the teacher introduces three materials. Material 1 involves Hu Shi's fierce criticism of traditional culture; The second material involves Hu Shi's praise of positive and reasonable contents in traditional culture; Material 3 involves Hu Shi's explanation of his seemingly contradictory attitude: "I advocate total westernization, but I also point out that culture has its sui nature." As a result of total westernization, there will naturally be a tendency to compromise ... All-round acceptance and cultural inertia will naturally make it a new culture based on compromise and reconciliation in China. If we self-proclaimed leaders also talk about compromise options, then we will only cling to the old ways. "

The teacher asked the students to sort out the materials and put forward their own explanations for "total westernization" with their own understanding of traditional culture and new culture movement. Through generalization and induction, students point out that material L is Hu Shi's propaganda to the public, material 2 is Hu Shi's private expression of true feelings, and material 3 can show that Hu Shi regards "total westernization" as a means rather than an end, and its real purpose is to establish a healthy and positive standard culture in China.

After that, the teacher instructed the students to explain the word "inertia" according to material 2. Students realize that inertia is not derogatory here. Its essence refers to the excellent and universal content in a culture, which has its own tenacious vitality and cannot be stifled by artificial criticism and negation. Knowing this, students can infer that the "absolute negation" of traditional culture is not so much an attitude as a method. It is a screening method to screen out those tough and excellent contents and eliminate those that are pedantic and ignorant and fall behind the times.

Furthermore, the students finally come to the conclusion that Hu Shi and other ideological pioneers actually have a profound understanding of China's traditional culture and a clear understanding of its advantages and disadvantages. They also think that "total westernization" is one-sided and extreme, but one thinks that only by advocating extremes can we get proper "transformation" in practice, and the other is because there is an urgent need to "inspire the consciousness of most citizens" at that time, so it is finally the case. Through the emergence of the above explanation, in the eyes of students, the determination of ideological pioneers is no longer ridiculous and naive. On the contrary, they seem fierce, and the simplicity and absoluteness of formalism actually have beyond ordinary people's cognition and even cultural self-confidence. Under the cold mask of seemingly hostility and opposition, the heart of a child who has a deep understanding and recognition of traditional culture beats. When students come to the above viewpoints, their understanding of traditional culture and their evaluation of ideological pioneers are undoubtedly more objective, fair and positive.

It is worth mentioning that students' understanding of history does not stop there. In the classroom, the introduction of the concept of modernization helps students realize that "total westernization" caused ideological scuffle because it was inevitable to equate the "extraordinary stage" of the western modernization process with the "* * * stage" of the world modernization trend under the historical conditions at that time, but it was indeed wrong. From the perspective of modernization, social and historical development and progress, with the innovation in the field of social existence, the traditional culture, as the ideological and cultural superstructure, has naturally been baptized by "keeping where it belongs and going where it belongs", and has risen to the philosophical level and been profoundly explained from the perspective of historical materialism.

Looking at the above cases from the perspective of historical materials teaching, we find that in order for students to meet the requirements of this level, what teachers should do is to put them in a preset understanding framework when presenting and interpreting historical materials, and then help students form an understanding of history and give it new meaning by means of conception, focus and thinking guidance. In a word, teachers should help students play their initiative in understanding history under the guidance of a certain historical view and theory.

Third, we can find problems from historical appearances and explain the causal relationship between historical things.

The so-called historical reappearance, as far as high school history teaching is concerned, mainly refers to the historical events carried by teaching materials in historical narrative. As a result, the problems found in the historical appearances, through the teachers' efforts to "solve the problem textbooks", make the static textbooks become the material of the problems, which are more reflected in the classroom. In teaching practice, we find that the missing historical facts on the relationship network of historical events and the missing links on the development network of historical logic are the excellent places to find and refine problems. When students devote themselves to filling the gaps in textbooks, historical facts and logical connections, what they are trying to do is actually to make a reasonable explanation of the causal relationship between known historical events.

For example, in the teaching of "A hundred schools of thought contend and the formation of Confucianism", teachers often sort out the political, economic and cultural background conditions first, then teach thinkers' thoughts, and finally point out the historical significance of a hundred schools of thought contend. During this period, many so-called question inquiry only provided an isolated classical Chinese material for students to summarize and refine some historical facts as background conditions or ideas. In fact, this is only to cultivate and examine students' generalization ability, and it does not involve too many real causal relationships, so there is no historical explanation with gold content.

In fact, there is an important historical vacancy in the textbook of this course, which lacks logical connection. In other words, although we have repeatedly stressed that "a hundred schools of thought contend" is the first ideological emancipation movement in China's history, we still don't know why. In other words, only the historical background and ideas involved in the textbook can't reach this conclusion logically and consistently.

As far as the word "liberation" is concerned, it means "release from bondage and gain freedom or development". At this historical stage, what (specifically what kind of ideas) "bound" people's thoughts? All parts of the textbook are not covered. Then, in classroom teaching, there is a lack of historical facts and logic between a series of great changes involved in political, economic and cultural background (focusing on education) and ideological emancipation events in which a hundred schools of thought contend.

In view of this, the author introduces three materials. Material 1 is the column of "History Vertical and Vertical" in the history compulsory course "Political System of Xia, Shang and Zhou Dynasties" of People's Education Publishing House, and introduces the ritual and music system of the Western Zhou Dynasty. The second material is an explanation of the historical position of the ritual and music system: "The ritual and music system has reached a relative order and recognition from the spiritual and psychological aspects. In fact, the patriarchal clan system only stipulated the pattern of political and social life in the Zhou Dynasty, and the system of rites and music was the way to govern the country. The ritual and music system is the mystery of the stability of the Western Zhou Dynasty for more than 200 years. " The third material is "Rites collapse and music breaks down" in The Analects of Confucius and "Tao must divide the world" in Zhuangzi. By reading and understanding materials 1 and 2, students have two understandings. First, the system of rites and music is full of humanistic spirit, all-encompassing, with distinct grades, which has played a role in maintaining social stability; Secondly, the culture of rites and music, as the corresponding spirit, thought and knowledge, is the core of aristocratic education in the Western Zhou Dynasty and has the authority that must be followed.

Students infer from this that the so-called ideological bondage actually refers to the ritual system and ritual culture. Combined with the historical background described in the textbook, we can find that it was a series of great changes in the political, economic and cultural fields at that time that ruthlessly declared the failure of the ritual and music system, which was the maintenance of the original old order and the loss of the cultural authority of ritual and music. Material 3 just proves the failure, disenchantment and abandonment of the original authoritative culture. At this node of historical development, we must have new thinking and ideas to solve the new problems raised by the times. Therefore, starting from the culture of rites and music, starting from their respective positions, interests and ideas, hundred schools of thought put forward their own distinct theoretical propositions around governing the country and leveling the world.

It must be pointed out that the purpose of this teaching design is by no means to simply check for missing parts, but to let students really master the important and difficult points of this course through a solid combing of causality. As can be seen from the above, it enables students to understand the "why" of the conditions after understanding the "why" of the background conditions. For example, one of the key points of this class is Confucius' thought. We not only emphasize ideological emancipation, but also emphasize that Confucius takes it as his responsibility to inherit the culture of rites and music. Then Confucius has two sides: innovation and conservatism. How they exist must be given a reasonable explanation. On the basis of the above exploration, the students found that the innovation of Confucius was that he added new contents to make up for the disadvantages of the old ritual and music culture. In particular, it puts forward the importance of "benevolence" and thinks that "people are ruthless, like courtesy?" People are heartless, so what are you happy about? "So its innovation and conservatism are compatible. At the same time, the reason why "benevolence" is the core idea of Confucius has been clearly explained.

Fourth, we can look at and judge the problems in real society and life with a comprehensive, objective, dialectical and developmental vision.

If all history is contemporary history, the so-called taking history as a mirror is to cultivate historical wisdom, form and provide a special perspective, cultivate a "comprehensive, objective, dialectical and developmental" vision, examine real life more effectively and solve practical problems. In fact, only problems in real social life can really arouse students' interest in history learning. It is a valuable historical study for students to look for inspiration and reference in history with personal problems and puzzles.

Here are two examples of problems that students participate in and want to solve. The first is the smog problem. Attention to problems and popularization of relevant knowledge let students know that the generation of smog is directly related to the emissions of steel, coal, chemical and other industries, and one of the keys to smog control is the capacity reduction of these industries. However, many students think that the smog problem has not been solved. The key is that de-capacity will lead to a large number of unemployment, which makes the problem unresolved because of the argument of relevant practitioners that "you have to breathe, we have to eat". Therefore, it is born with a sense of helplessness.

Is that really the case? The author used this question as an introduction when teaching two industrial revolutions, which not only stimulated interest, but also provided ideas for teaching. After combing the achievements of the first industrial revolution, the teacher introduced the historical facts to let the students know that Kay, the inventor of the space shuttle, fled hastily because of being chased, Hargreaves, the inventor of Jenny Machine, was destroyed, and the weaving factory of more than 400 steam engines owned by Kotler was burned to the ground. Let the students think about the reasons why these great inventions are hostile and opposed. As a result of students' thinking, craftsmen in the textile industry are afraid of the unemployment that has been and will be brought about by the application of new inventions. Later, when the urbanization process promoted by teaching industrialization accelerated, teachers put forward tabular data of unemployment rate. Based on this, the students analyzed the data and came to the conclusion that, as a whole, although the continuous technological progress led to the decline of many original industrial sectors, no matter which country, it did not bring about an increase in unemployment. With questions, students try to explain the reasons with the help of book knowledge and given materials. The final conclusion is that technological progress can not only give birth to new industries (industrial upgrading) and bring new labor demand, but also drive the growth of income and final consumption, thus increasing the additional demand for labor.

From this, students can understand that if smog is a side effect of economic development, then its solution ultimately depends on economic development, and it must be qualitative development. The issue of "Made in China" industrial upgrading, which is highly valued at the national level and hotly debated at the social level, has also been proved to be reasonable and necessary from a historical perspective. Although the process of treating smog cannot be achieved overnight, although it is accompanied by pain, it is by no means unsolvable and there is no need to be pessimistic. Students also realized that if they study hard, they can contribute to the industrial upgrading of "Made in China" and the smog control.

The other is the attitude towards traditional culture and western culture. Nowadays, the revival of traditional culture is more and more successful, the spread of western culture is more and more in-depth, and there are more and more related debates and cross-examination. How to deal with the relationship between several cultures has become a topic of the times. Can the advanced and excellent culture we want to cultivate be born in contention? This problem can also find inspiration and wisdom through reasonable historical explanation.

When teaching "a hundred schools of thought contend", the author not only emphasizes the "contention" of mutual criticism and mutual refutation, but also exposes students to the following materials: Zhuangzi expressed respect for Confucius' wishes and persistence. Confucius once asked Laozi for advice. Some of Xunzi's students became legalists (Li Si, Han Feizi). The cornerstone of legalist thought is Xunzi's "evil human nature". Mozi was originally a disciple of Confucianism, and his dedication also had an impact on later Confucianism.

On this basis, under the guidance of teachers, students come to the following conclusion: the thoughts, viewpoints, positions and methods of various philosophers are different, that is, "diversity". Their problems, attitudes, wishes and goals are the same, that is, they are all facing the major social transformation in China, they are all seriously thinking about "where is China going", and they all hope that the world will be peaceful. Since their wishes and starting points are sincere, all valuable and meaningful ideas of other factions can be "borrowed" as long as they are conducive to building their own theoretical system more reasonably, without being complacent.

Just like "Minerva's owl takes off at dusk", the longer it takes to evaluate historical events, the greater the significance. When we stand in the contemporary era, look back at that period of history, relive that series of great thoughts and feel the profound and vibrant traditional cultural system of China, we will be more sure of the great significance of mutual criticism and absorption at that time.

This reminds students that since the idea of letting a hundred schools of thought contend can seek common ground while reserving differences and learn from each other's strengths, contemporary China people can learn from the reality of China's social development in the face of ancient and modern Chinese and foreign cultures, instead of artificially favoring one side over the other. What we should do most is to do our best, seriously study and feel the wisdom of civilization at all times and all over the world, fully absorb their nutrition, and then organically combine and unify them. Unified with the re-emergence of our ancient civilization and the great rejuvenation of the Chinese nation.

Finally, it is worth mentioning that we believe that the four-level requirements of curriculum standards for historical interpretation ability can be classified into two categories. First, students can understand and evaluate the historical interpretations of different historians (or different perspectives); Second, students can make their own personalized historical interpretation. From this point of view, the overall training idea should require students to know, be familiar with and understand the ways and forms of historical interpretation put forward by historians, as well as the methods, positions and historical views of historical interpretation, and then gradually form their own historical explanations in the practice of imitation and reference, learn to express them in appropriate ways and forms, explain historical issues scientifically and professionally, and consciously pursue value positions and historical views. To achieve these goals, teachers' careful design, proper guidance, correct demonstration and logical arrangement of material introduction are essential.