Research On The Strategy Of Cultivating Historical Spatial And Temporal Concept Literacy Of High School Students

Any activity is inseparable from time and space,as is the study of historical figures,events,and phenomena.It is necessary to analyze it under a specific space-time framework in order to have a relatively accurate and objective of historical figures,events and phenomena know.The "Academic Quality level" part of "General High School History Curriculum Standards"(2017 edition of 2020)divides the conceptual literacy of time and space into four different levels.Each level is coherent and progressive.Capability requirements are improved layer by layer.On the basis of sorting out the relevant time and space conceptual literature,the author found that the strategy research of high school students’ historical space-time conceptual literacy is currently divided by academic quality levels,and the teaching strategies used are more limited and difficult to meet the deeper level requirements.This article starts from the four different levels of the level of time and space conceptual literacy,and tries to explore the teaching strategies of four levels of the level of time and space conceptual concepts.Firstly,this paper uses literature research method and survey research method to understand the current situation of cultivation of high school students’ spatiotemporal concept literacy,and summarizes the existing problems,including high school students’ weak spatiotemporal awareness,weak historical spatiotemporal thinking ability,weak students’ ability to make vertical and horizontal connections to historical events,and limited teaching strategies and difficulty in achieving deep-level requirements.The reason is mainly reflected in the degree of attention,the guidance of the law,the quality description of the level of the law,the quality description of the level,and the selection of teaching methods.Secondly,in response to the existing problems,explore the cause of the formation,combine the four levels of the level of time and space concept,and propose corresponding teaching and training strategies: First,the historical time table description and staging method,the historical space expression and map information of the historical space;The second is the historical coordinate axis of painting,positioning historical space-time,using historical years and maps,describing historical events,drawing thinking maps,and clarifying the context of time and space of history;third,the historical and western history of Chinese and Western history is compared with time and space in a large range,and the ancient and modern times are grasped.Historical vertical connection,grasping time and space connection in long periods;fourth,to create historical situations,enter time and space,set up inquiry problems,strengthen time and space,master the scale history,build time and space,and organize debate competitions to discuss time and space.Finally,the teaching design of the "1911Revolution" in the "Revolution of China and Foreign and Foreign History(Part 1)" is used as an example to explain the teaching design ideas,teaching goals,teaching processes and teaching reflection of layered teaching in the concept of time and space.