A Study On The Teaching Strategies Of Micro-reading Of History In Senior High Schools From The Perspective Of Core Literacy

Reading ability is one of the basic abilities of history subject,and it is also a necessary condition for the realization of core accomplishment of historical data demonstration,historical explanation,family and country feelings and so on.However,the current high school students are limited by the objective factors of the subject,the overall reading ability level is not high and uneven,most of them do not cultivate good reading habits,master the correct reading methods,form excellent reading thinking,do not know what to do with the fear of reading,rejection,so it will only seriously restrict their history and other subjects.However,reading teaching research has long focused on linguistics such as Chinese and English,and few people pay attention to the subject of history,and the whole reading system is separated by the subject.Based on this,the study of history micro-reading teaching in senior high school has hit the key point and emerged as the times require,in order to extract a set of effective form teaching plan,promote the history subject,history teacher's good and fast development and students' all-round and lifelong development.This paper consists of three parts: introduction,text and conclusion.Among them,the introduction mainly includes five contents: the origin of the research,the significance of the topic selection,the literature review,the research method,the problem to be solved;the text is the main part of this paper,including the overview,teaching status,teaching design,teaching suggestions and strategies.On the basis of the above,the conclusion refines the basic viewpoint and innovation point of the study of micro-reading in senior high school history,and puts forward the next idea of the problem which can not be solved.The teaching of history micro-reading in senior high school is the further refinement and development of historical materials teaching,the necessary way to cultivate students' core literacy of history subject,and the effective exploration to solve the general weak reading ability of seniorhigh school students.On the basis of drawing lessons from the experience of reading teaching in other subjects,the author strictly defines the concept of "high school history micro-reading teaching ",and comprehensively and truly understands the present situation of high school history micro-reading teaching represented by Haikou City,Hainan Province through teacher-student questionnaire survey,interview exchange and statistical data analysis.For this reason,this paper thinks that the teaching of history micro-reading in senior high school focuses on the micro-presentation of materials,the excellent design of problems,the skillful arrangement of methods,the fine conclusion of answers,paying attention to students' individual reflection and cooperative performance,and promoting them to develop good study habits and qualities of active reading,diligent thinking,willing to share,bold expression and good listening.The main strategies are to strengthen the reading of history majors and enhance the wisdom of classroom teaching;second,to renew the concept of history education and change the teaching methods flexibly;third,to actively broaden the horizons of historical materials and stimulate students' interest in reading;fourth,to adhere to the training of reading methods and pay attention to the cultivation of reading habits.The improvement of senior high school students' historical reading ability is a gradual process,which can not be done too quickly;the improvement of teachers' high school history micro-reading teaching level and wisdom also needs time precipitation,which can not be accomplished overnight.As long as we are familiar with and master the basic ideas,methods,steps,matters needing attention,and carry out the repeated grinding and perseverance in teaching practice,we will be able to achieve the expected goal of teaching each other and improving the quality.