Continuity and Coherence: An Analysis of Cultivating the Literacy of Historical Evidence in Grade Nine from the Perspective of Junior-Senior High School Transition

Abstract

There is a gap of thinking on the discipline between junior and senior high schools, even though they have the same conceptual orientation on historical evidence. Grade Nine review teaching is a key link; it is prone to be exam drilling, which is not conducive to the development of a whole coherent literacy. Based on the curriculum standards and theories of cognitive development, this study puts forward the concept of “Three-Tier Objectives, Three Rounds of Review, Three-Stage Classroom”, and aims to realize the progressive historical source thinking in the classroom. The three aims progress from perception to multi-perspective discrimination to full argumentation. These are embedded throughout general review, themed review and mock exam review. The classroom model shifts from unpacking topics using concrete and tangible resources to diversified argumentation and then to insight elevation through reflection in the real world and a two dimensional rubric. This framework can help to join the gap between junior and senior, help to change the Grade Nine review from the simple review of knowledge to the serious cultivation of literacy, and provide feasible solutions for front-line practice.