Research On The Design Of High School History Teaching Guide Based On Key Ability Trainin

Learning guidance plan is a learning tool born under the background of the new curriculum reform,which is characterized by cultivating students’ learning abilities such as independence,cooperation and exploration.At present,it has become an indispensable learning material in teachers’ teaching and students’ learning.In December 2019,the evaluation system of China’s college entrance examination was issued,which clearly put forward the evaluation framework of "one core,four layers and four wings".As the core of the "four layers" of examination content,the key ability has three specific manifestations in the history discipline: the ability to obtain and interpret historical information,the ability to analyze historical problems and the ability to explore history.However,students can not easily improve their key abilities.Teachers need to take appropriate methods and means to cultivate them in teaching.Some of the design concepts and principles of the learning guidance plan coincide with the training requirements of key abilities,and it plays a unique role in the cultivation of students’ "key abilities of history discipline".Therefore,under the background of the new college entrance examination reform,the level of history teachers in designing learning guidance plan urgently needs to be improved.According to the results of the questionnaire survey,it can be found that the current high school history teachers have the following problems when designing the learning guidance plan based on the cultivation of key abilities: first,teachers lack in-depth research on the "key abilities of history discipline" and know less about relevant information,resulting in insufficient pertinence of the guidance plan;Second,teachers ignore the fit between the column content and the cultivation of "key ability" in the design process of learning guidance plan,resulting in the low availability of learning guidance plan in ability improvement;Third,teachers failed to fully consider the supporting use strategies in the follow-up teaching when designing the learning guidance plan,resulting the function of the content of the learning guidance plan can not be brought into play.In order to solve the above problems,high school history teachers can improve the design level of history guidance plan based on the cultivation of key abilities from the following aspects.First of all,teachers should deeply interpret the key abilities and select the appropriate contents of the learning guidance plan according to the specific performance and training requirements of the key abilities.Secondly,when designing the learning guidance plan,teachers should highlight the learning of necessary knowledge,help students form a systematic knowledge network and master the methods and skills of problem-solving.Third,teachers should strengthen the use of historical materials,skillfully use ideas to guide students,improve students’ ability to extract and understand historical information.At the same time,students’ ability to analyze and explore historical issues is also cultivated in this process.Fourth,teachers should carefully create problem situations and enhance the internal drive of students’ historical inquiry.Finally,teachers can carefully set up standard test questions behind the learning guidance plan to timely detect and implement the cultivation of students’ key abilities.As the ability basis for developing students’ discipline literacy and cultivating students’ core values,"key ability" has become the focus of history teachers under the trend of college entrance examination reform.The combination of learning guidance plan and the cultivation of "key ability" plays an important role in the improvement of students’ key ability in history.Therefore,teachers must fully explore the design strategy of learning guidance plan based on the cultivation of key abilities,so as to give better play to the function and value of learning guidance plan in the cultivation of "key abilities".