Research On Senior Middle School History Classroom Questions Based On Historical Core Quality

In 2014,The Ministry of Education promulgated the "opinions on comprehensively deepening curriculum reform and implementing the basic task of the lide tree",putting forward the educational goal of implementing the "lide tree",which is designed to meet the social development in the information age and the design of the comprehensive development personnel training specifications.As education reform continues to deepen,core qualities have also become the focus of deepening curriculum reforms.Implemented in the education of history disciplines,historical core qualities have also become a deep value guide to history teaching.This study,on the basis of the previous research,combined with their own experience in history education in middle schools.This study takes high school history classroom questions as the research object,historical core accomplishment as the basic value support,and researches history class questions based on historical core qualities.Through the CNKI,Superstar and other channels to find a large number of relevant literature,the author's summarize the implication of historical core qualities,and make a further interpretation of its connotation and composition.However,in view of the characteristics of the questions in class and the theoretical understanding of historical materialism and domestic feelings which lacks practical teaching results for reference,and the author's limited ability,therefore,this study mainly selects the three core elements: time-space concepts,historical evidence,and historical interpretation,as a practical exploration in classroom question design.In view of the problems existing in the current high school history classroom questioning,this study combines the three core elements of classroom questioning and historical core qualities.Through specific cases,we try and explore from various aspects,and put forward corresponding questioning strategies 1.Questioning strategies based on ideological literacy in time and space include: arranging chronology of events,questioning the connection between events;grasping the historical development context as a whole and summarizing the features of the historical stage;asking questions in the historical map to summarize the inner contact.2.Questioning tactics based on historical empirical literacy include: improving teachers' historical literacy;designing questions should be closely tied to historical materials;and using historical evidence to develop literacy requirements as the direction of questions.3.Questioning strategies based on historical interpretation literacy include: using diverse historical perspectives to ask questions;creating historical contexts;asking questions by asking God to enter history;asking questions in students' difficult positions and using comparative methods to explain.In the end,this study also combined with the contents of the specific high school history lesson,through case design analysis,trying to improve the historical classroom teaching practice,and enhance the cultivation of historical core qualities.