Research On Theory And Teaching Practice Of "Big History"

The “Big History” is a new historical theory proposed by David Christian,an Australian scholar,in 1991.This theory attempts to take history as the core,integrates astronomy,geography,chemistry,biology and other interdisciplinary disciplines into a set of theoretical systems,and uses modern scientific theories to interpret the birth and development of the universe and human beings.Starting from the United States,Australia and the Netherlands,many countries in the world have carried out teaching activities using the theory of "Big History".In these countries,the education of "Big history" starts from colleges and universities,and then spreads to middle schools and even primary schools.The teaching forms include compulsory courses,extracurricular elective courses,social education and many other forms and uses.And many countries and regions that have introduced "Big History" teaching have achieved very optimistic results,and the number of countries that have started to offer "Big History" courses is also increasing.China has been exploring new paths and new methods for educational reform,emphasizing quality-oriented education,paying attention to the all-round development of students,and training students to become modern,international and high-quality talents."Big history" theory emphasizes interdisciplinary collaboration,the human as a unified community,these ideas is very fit our country’s education reform,the theory and introduces the current situation of teaching activities and introduced to our country education career will help.This dissertation will introduce the application of "Big history" theory in the field of education from the perspectives of teaching books,teaching cases and design,explore the core ideas of "Big history" education,summarize experience and lessons,and consider the significance and value of "Big history" education.The first chapter of this dissertation introduced the "Big History" theory itself according to the research results of scholars at home and abroad,understand the content and essence of the "Big History" theory,and lay a foundation for the subsequent research of "Big History" teaching activities.In the second chapter,several classic works widely used in the teaching activities of "Big History" in various countries are selected to understand the key content of the theory of "Big History" and the design of the teaching activities by the authors,and to analyze the unique interpretation and content selection of "Big History" made by different scholars in their own works,so as to fully understand the framework function of the teaching books on the teaching activities.The third chapter,based on the summative dissertations written by many scholars after the teaching practice of "Big History",analyzes the design of teaching activities,the implementation of teaching activities,the training of teachers,the feedback of students participating in the course and the effects of the course in these teaching cases.In the fourth chapter,the author will summarize the contents of the above three chapters,analyze and evaluate the theory of "Big History",its teaching philosophy and practice results,and predict its development prospect.China’s educational reform should be based on maintaining its own fine tradition and fully learn from the excellent teaching experience of other countries and inherit it critically.And in this era of globalization,information explosion and information fragmentation,how to teach students to integrate into the tide of globalization in teaching activities,to learn the necessary knowledge of modernization in an all-round way,and to cultivate the ability to integrate and distinguish knowledge is a problem that educators of every country must face.Faced with the problems brought by these times,if China wants to integrate into the tide of modernization and globalization,it is naturally difficult to stay out of the way."Big history" is an answer that all educators can choose.