From "Three Dimensional Objectives" To "Core Quality Of Discipline"

The goal of history curriculum in senior high school is of great significance in the construction of the whole history curriculum system,and it is the junction between the national educational goal and the specific teaching goal.Accurate grasp of curriculum objectives by history teachers is the prerequisite and key to effective teaching.By 2016,the reform of high school history education under the guidance of "three-dimensional goal" has been implemented for more than 10 years.It is necessary to summarize its implementation and its effect.In order to further promote the curriculum reform,the concept of "core discipline literacy" has been introduced into the field of history education in middle schools.In 2018,we promulgated the Standard of History Curriculum for Senior High Schools(2017 edition),(hereinafter referred to as the Standard of History for Senior High Schools(2017),which condenses the objectives of history curriculum for senior high schools into five core qualities.Although the textbooks are not available,they have been put into practice in history teaching in senior high schools.The cultivation and development of students' core discipline literacy has become the teaching goal of high school history,and its proposal makes history teaching face a big challenge.On the basis of the existing research,this paper explores the development of high school history curriculum objectives from "three-dimensional objectives" to "core discipline literacy",and analyses the similarities and differences between the two curriculum objectives in the light of specific instructional design.Firstly,it explores the main contents of the "three-dimensional goal" of the history course in senior high school and its relationship and difference with the traditional teaching goal,and summarizes its achievements and problems in the history teaching practice combined with the author's opinions during the internship period.Secondly,it explores the background,changes and main contents of the curriculum objective of "subject core literacy",and explores the characteristics of "subject core literacy" compared with "three-dimensional goal".Finally,it takes "The Great War of Resistance Against Japan" as an example,demonstrates the instructional design guided by the two curriculum objectives of "three-dimensional goal" and "subject core literacy" in a heterogeneous way.Similarities and differences.The author believes that the teaching design of history course guided by "core discipline literacy" should achieve the following points: first,to scientifically formulate teaching objectives;second,to select historical materials and construct teaching situations;third,to cultivate students' autonomous learning ability in teaching activities;fourth,to diversify and operability in teaching evaluation;fifth,to adhere to the objectives,teaching and evaluation.Uniformity.