Research On Teaching Implementation Of "Key Competency" In Senior High School History

With the promulgation of the new edition of "General Senior High School History Curriculum Standard "(2017 edition 2020 revision)(hereinafter referred to as " New Curriculum Standard "),the curriculum goal of history teaching in ordinary senior high school has changed from "three-dimensional goal" to "key competency ".At present,some provinces and cities have begun to pilot the implementation of the new curriculum standard,new teaching materials teaching and college entrance examination,and there are also regional national papers that have not implemented the new curriculum standard teaching involving the proposition of "historical key competency".Historical key competency has become a research topic in history teaching.Since the promulgation of the new curriculum standard,although the new curriculum standard and new teaching materials have not been used in Sichuan Province,the "key competency" has been recognized in the history teaching of ordinary high schools.The article conducts a field investigation on the implementation of the "key competency" of high school history teaching,investigating how teachers and students deal with the relationship between the "three-dimensional goal" and the "key competency and curriculum goals" of the students when facing the replacement of the old and new curriculum standards.Achieve the situation,discover the problems in the implementation of the key competency of history discipline,and put forward specific suggestions for improvement.The thesis mainly discusses from the following five parts.Introduction,mainly explains the reason,the significance of the study,status of research,the methods of research,innovation and inadequacy of research.The first chapter,from the perspective of inheritance and innovation of "three-dimensional goal" to "key competency",this paper discusses the relationship between them and the advantages of "key competency" compared with "three-dimensional goal ".The second chapter,on the basis of full investigation,introduces the general situation of the implementation of the survey.Through the questionnaire about students and interviews with teachers,the form of charts to show the results of the survey,and make theoretical analysis.The third chapter,through the high school history cultivation "key competency" investigation result analysis,discovers some problems such as the students' history basic knowledge is weak,the history key ability is deficient,the study enthusiasm is weak,the "key competency" attention degree is not high,the teaching material content is too many and so on.In view of the existing problems,the improvement methods are put forward from the aspects of curriculum standard,learning situation,teaching material content and teaching method.The fourth chapter takes the teaching design of From "Wartime Communism" to "Stalin Model" as an example to implement the "key competency" of high school history.Through investigating the implementation of the historical key competency in history teaching in senior middle school,and analyzing its problems,the corresponding improvement methods are put forward.Its significance lies in: on the one hand,it can provide reference for management department to promote the improvement of management level.On the other hand,to achieve the goal of historical key competency in high school,effectively promote the continuous improvement of history teachers in high school,complete the historical key competency training task.