Research On The Situational Introduction Of High School History Courses

The concept of "historical core literacy" was put forward in the "General Senior High School History Curriculum Standards(2017 Edition)" and pays more attention to the emotional cultivation of high school students in the process of accepting history teaching.Importing,as an important part of the history teaching of high school,is bound to implement the relevant requirements of core literacy.The author selects the specific introduction method of situational introduction,based on the actual situation of teaching reform,combined with the current situation of high school history classroom,puts forward new thinking about the introduction of situation,especially the role,specific operation,existing problems and solutions of situational introduction under core literacy.Although there are many research results on the introduction of historical classroom situations,most of them are discussed from a single angle,such as music introduction,story introduction,idiom import,etc.,and comprehensively interpret the systematic study on the introduction of high school history classroom situation.The results are still relatively insufficient.Based on the relevant research results of authoritative scholars and first-line excellent teachers,the author has read a large amount of literature and combined with the practical experience of her three years of high school teaching,and made a profound analysis of the connotation and characteristics of situational materials,from the "High School History Curriculum Standards".The situational introduction and orientation,the screening of situational material,the principle of situational introduction,the specific categories and methods of situational introduction,the problems in the introduction of high school historical situation and the solution strategy have completely interpreted the situational introduction.In this process,the author communicated with the history teachers of the high school for many times,observed the history of the different grades in high school,and improved the quality of the research content through questionnaires and case analysis,and strived to broaden the introduction of high school history,effectively solved the problem of neglecting the wholeness,lack of timeliness,and loss of comprehensiveness in the introduction of high school history classroom situations.