Study On The Experience Teaching Of Senior High School History Based On Core Literacy

Metaphor,commonly known as "drawing an analogy",refers to the comparison of one thing with another thing that has similarities with it,so as to make the expression more vivid.Metaphor is one of the most commonly used rhetorical devices.If metaphors are made good use of in expressions,abstract concept can be concrete,rigid words can be vivid,making the language direct and visual and improving the appeal of expressions.Reasonable use of metaphors by teachers can visualize obscure knowledge,effectively stimulate students’interest and emotions,trigger students to think deeply,and produce strong teaching appeal.In teaching,metaphors are widely used in Chinese,politics,physics,chemistry and other subjects.However,in the current history teaching of senior high school,the use of metaphors has not received reasonable attention.Therefore,it is necessary to understand the status quo of the use of metaphors in high school history teaching and to explore the significance,methods and optimization strategies of metaphors used in high school history teaching.Based on the current practice of high school history teaching,this research,starting from the current situation of the use of metaphors in high school history teaching,uses interviews,questionnaires,statistical analysis and other research methods to analyze the present situation and deficiencies of metaphors used in high school history teaching on the basis of previous research results.The research shows that students generally like history classes and have a good understanding of metaphors.They believe that the use of metaphors by teachers in the classroom will make the history class vivid,lively and interesting,which is convenient for deepening the understanding of knowledge and they look forward to the use of metaphors by history teachers.The students also put forward suggestions on the use of metaphors by history teachers:the objects of metaphors should be specific and appropriate;try to use metaphors that are close to life;do not refer to specific students;do not use metaphors to satirize students and do not use vulgar metaphors,etc.In the research,teachers generally believe that the use of metaphors in high school history teaching is conducive to deepening students’ understanding of knowledge and forming a harmonious teaching atmosphere and relationship between teachers and students.However,affected by factors such as their own language is not vivid,their knowledge is relatively narrow,and the awareness of using metaphors is lacking,teachers often have limitations when using metaphors in actual teaching,such as greater randomness,insufficient accuracy,and insufficient motivation and so on.Based on this,this paper proposes the principles and optimization strategies used in metaphors in high school history teaching.Adhering to the five principles of scientificity,appropriateness,enlightenment,imagery and moderateness,teachers can start from the following aspects,optimize the use of metaphors in high school history teaching:raising awareness,establishing metaphor consciousness;digging into the teaching materials,selecting "metaphorical objects";teaching students in accordance of their aptitude,promoting their development;reading widely and thinking carefully,improving language skills;reading extensively,improving literary attainments;thinking divergently,cultivating rich imagination,etc.By doing so,it’s hoped that the current situation of insufficient use of metaphors in high school history teaching can be changed,and that the role of metaphors in promoting high school history teaching can be given full play to.However,because the respondents of the research is only limited to the students of Wuhe No.1 middle school in Anhui Province,the scope is small,so the comprehensiveness of the data and the universality of the research are insufficient.In addition,the author’s own language ability is limited,so this study is not perfect.The continued study of application of metaphors in high school history teaching afterwards will provide more references and help for bringing into the play the important role of metaphor in high school history teaching.