Research On History Unit Teaching In Senior High School Based On The Core Competence Of History Discipline

This research mainly focuses on the design and practice of teaching units based on the concept of core literacy in high school history subject.It is based on the premise that students’ existing knowledge structure and level are the prerequisite,and the teacher’s full integration and internalization of knowledge from the teaching materials is the basis for constructing and designing a knowledge structure and teaching material structure that meet the students’ development needs.The research is conducted in the context of the need to deepen curriculum reform in the new era,to meet the requirements of the high school history curriculum standards,and to respond to the needs of teaching the unified version of the high school history textbook "Outline of Chinese and Foreign History ".The unit teaching based on the cultivation of the core literacy of the subject emphasizes the acquisition of historical methods,the refinement of historical thinking,the sublimation of historical sentiment,the condensing of historical character and the accumulation of historical wisdom.First,the study uses the literature research method to comb through the current status of research on core literacy and unit teaching design of history discipline at home and abroad,defining the core concepts of "unit teaching design","core literacy" and"core literacy in history",and analyses the value,purpose,significance and methodology of this study.Secondly,in accordance with the requirements of the "General High School History Curriculum Standards(2017 Edition:Revised in 2020)",the characteristics and value of middle school history education are fully considered,and the features of the unified high school history textbook "Outlines of Chinese and Foreign History",are combined to systematically analyze the concept and path of teaching design of high school history units based on subject core literacy from a theoretical level.Specifically,this study was carried out in five sections:analysis of unit teaching materials,design of unit teaching objectives,design of unit learning activities,design of unit assignments,and design of unit evaluation.Then,the action research method was used to design and implement a specific teaching case,taking the eighth unit of the "Outlines of Chinese and Foreign History"(Part 1),"The Chinese Nation’s War of Resistance Against Japanese Aggression and the People’s Liberation War" as an example.In the case design,the main idea of the unit content was clarified based on the interpretation of the textbook,and the teaching objectives of the unit were clarified based on the curriculum standards.On this basis,the curriculum was designed and implemented in a combination of theme-oriented and task-driven way.Combining the students’ learning conditions and the characteristics of the "Outlines of Chinese and Foreign History",the unit is designed into two types of lessons on the basis of articulation between middle and high school history teaching.One of which is the"consolidating the foundation-independent learning",and the other is "Deep inquiry learning" type of course.Based on the completion of the main content teaching,the design and implementation of unit assignments were carried out with the creation of the context as the grasp.Finally,focusing on and returning to the goal of cultivating the core literacy in the subject of history,the unit teaching evaluation was carried out for the learning content of this unit.It should be noted that unit teaching evaluation was carried throughout the learning process of the unit.Through the analysis of the data from the unit quiz and the unit evaluation,the unit teaching and practice of "Chinese Nation’s War of Resistance Against Japanese Aggression and People’s Liberation War" guided by the concept of "unit teaching" concept has achieved good results.As the author’s theoretical level and practical experience are still lacking,there are still many shortcomings in this study.In future history teaching practice,the unit teaching practice based on the cultivation of disciplinary core literacy needs to be based on disciplinary core literacy,to better manifest historical thinking,to focus on the improvement of teaching effectiveness based on the actual situation of students,and to promote the refinement of students’ historical understanding base on the structural logic of teaching materials.