Research On Unit Teaching Design Of Chinese And Foreign History In Senior High School

In 2019,the unified edition of the textbook " Chinese and Foreign History in Senior High School "was officially published.The new version of the textbook adopts a narrative approach of general history,with the aim of enabling students to understand the overall trends in the development of Chinese and foreign history.All content is composed of several relatively independent and interrelated historical units or topics within the framework of historical time series.In terms of overall construction,there has been a new breakthrough in the new history curriculum-emphasizing the cultivation of students’ core competencies in the history subject,and strengthening the exploration and implementation of the educational value of the history curriculum.However,relevant scholars have found in surveys that many history teachers report two major obstacles:insufficient class hours and difficulty in selecting teaching content.In some national level large-scale training programs,textbook editors have repeatedly pointed out the contradiction between a wide range of content and insufficient class hour allocation in the implementation process of the new curriculum.In this situation,the design emphasizes breaking through the single item or single course of history textbooks,focusing on the core competencies of the subject,driven by core concepts,learning themes,and research projects,and emphasizing the formation of a systematic,structured,and logical content framework and teaching process.Unit teaching has become a means to break through the current obstacles in history teaching.Implementing unit teaching design is not only beneficial for improving teachers’ professional literacy,but also for cultivating students’ connectivity and sensitivity to history,helping them construct the connection between historical development and the overall trend of historical development.Therefore,exploring the unit teaching design of the " Chinese and Foreign History in Senior High School" has important research value.Through practical investigation,it was found that from the perspective of teachers,there are difficulties in both cognitive and practical aspects in designing unit teaching around the"Chinese and Foreign History in Senior High School ".In terms of understanding,teachers have three problems:insufficient grasp of the " Chinese and Foreign History in Senior High School ",insufficient comprehensive understanding of the new curriculum standards,and neglect of the guiding role of the "China National College Entrance Examination Evaluation System".In practice,teachers face difficulties in designing and implementing unit teaching.The author analyzed the reasons for the problems from the perspectives of society and schools,teachers,and stodents.The insufficient attention given by society and schools to the subject of history,the limited learning level of students,the high pressure of the college entrance examination,the need to improve professional literacy,and insufficient energy have all hindered teachers in designing unit teaching.Exploring the teaching design of the " Chinese and Foreign History in Senior High School "unit is the focus of cultivating the core competencies of the history discipline for first-year history teachers.Teachers need to enhance their position in teaching design,from emphasizing the historical knowledge points of a single lesson to emphasizing the overall historical orientation and development context under the unit itself and interface,from focusing on individual and isolated teaching elements to focusing on the overall unit.The implementation of unit teaching design around the " Chinese and Foreign History in Senior High School " requires teachers to follow the principles of integrity,gradualism,interactivity,and systematization.In terms of design strategies,the first step is to enhance teachers’awareness,strengthen design guidance,and increase design frequency;Secondly,in terms of improving the implementation of unit teaching design,teachers should base themselves on the whole and construct the overall framework of the unit;Learn to create historical contexts and implement problem-based teaching.