Research On Unit Teaching Design And Practice From The Perspective Of Big Idea

From the fall of 2019,the unified high school history textbooks will be used across The country.Practical problems began to emerge in the process of using some teaching mainly for the "two more a less" : the textbook content increasing,the development of teachers need to explain the details of the increase,total amount of class cases show that the relative lack of class,in the teaching materials after change teachers faced with the contradiction between the teaching time and teaching content.From the perspective of the concept of history,the teaching content is integrated and the cultivation of core accomplishment is highlighted,which provides a possible reference for improving the contradiction between content and class time in the current history teaching of senior high school.Taking unit 6 as an example,this paper carries out unit teaching design based on "big concept",and explores the basic strategies of unit teaching design and implementation from the perspective of big concept through three research paths of simulation teaching,real teaching and after-class practice feedback.Through theoretical discussion and practical reflection,it is found that under the macro guidance of the perspective of the grand concept of history,building a relatively complete unit knowledge system centering on the grand concept of unit theme is conducive to promoting the construction of students’ historical knowledge system,and fitting the time sequence in the compilation of textbooks can further implement and cultivate students’ core literacy of history discipline.In the teaching strategy of unit integration teaching based on big concept,the teaching practice should be closely combined with the curriculum standard,and the class content should be matched on the basis of clear big concept of history.Based on the simple and simple teaching thinking of creating situation and improving learning situation,clarifying the big concept of history is ultimately for the cultivation of students’ core literacy of history.It is necessary to pay more attention to the feedback after teaching and evaluate the feedback of students scientifically and reasonably.