Research On The History Teaching In Junior Middle Schools From The Perspective Of Core Literacy

Core literacy is the basic goal and core competence of the State and the Ministry of Education in combination with the needs of the development of our times and the development of society in the new period,with the goal of long-term development and growth of students.Under the concept of core literacy,the teaching of junior high school history curriculum has undergone extremely profound changes.On the one hand,junior high school history teaching from the perspective of core literacy no longer takes the single memory and understanding of students' historical knowledge as the main goal,but requires students to conduct in-depth inspection and review of historical knowledge and events in combination with their own growth and the development of society and the times.Reflection;on the other hand,the training objectives of the core literacy of students also changed the general philosophy,general methods,and main evaluation standards of history teaching in junior high schools.In this context,starting from the perspective of students' core literacy,exploring the teaching changes in the history curriculum of junior high school,and the current teaching status,has become a key issue in teaching development.In this research,the literature method,questionnaire survey method,teacher interview method,and case analysis method were used as examples.BISHAN Middle School in Chongqing was used as a sample to analyze in detail the current teaching status of the current junior high school history curriculum from the perspective of students' core literacy development.,And find problems and analyze problems in order to improve the level and effectiveness of history teaching in schools.The full text firstly elaborates the research background,significance and research ideas in combination with the current status of research at home and abroad.Based on this,the research starts with the characteristics of the history teaching of junior high school and the content of students' core literacy,and analyzes the core literacy for junior high school The impact and change caused by history teaching;the third part is to analyze the current teaching situationthrough interviews and questionnaires from the perspective of teachers and students,and to explore the current status of junior high school history teaching that is not in line with the development of students' core literacy.The problems and causes are combined with the actual teaching development,and the improvement path and development suggestions are summarized.The study draws the following conclusions:(1)The transformation of students 'core literacy to the teaching of junior high school history courses is mainly focused on three aspects: teaching goals,teaching evaluation and teaching implementation.The junior high school history teaching from the perspective of core literacy pays more attention to students' historical knowledge.The practical application of this method has profoundly changed the teacher's implementation methods and evaluation contents.(2)In the perspective of core literacy,the problems in the current junior high school history curriculum are mainly concentrated on the single teaching content and limited practical links,causing problems.The fundamental reason is that teachers have not combined with the training goals of core literacy to further improve the development of the teaching system;(3)the implementation of the junior high school history curriculum in the perspective of student core literacy,always taking students as the core and practical ability Development as a way.On this basis,the goal of developing students 'core literacy in the history curriculum of junior high school requires teachers to actively improve their teaching concepts,instead of taking test scores as the criterion for students and teaching,but taking students' historical knowledge and practical ability as the fundamental direction..Therefore,on the one hand,teachers need to enrich the practical links in classroom teaching,emphasizing teacher-student interaction,resource expansion,and life-like reflection;on the other hand,teachers cannot treat junior high school history courses as isolated teaching,but need to combine From the perspective of social development,historical knowledge and historical teaching goals guide students to conduct reflection,use,and comprehensive discussion.