Research On The Logic Construction Of History Classroom Teaching In Senior High School From The Perspective Of Subject Core Literacy

Since the 2017 "high school history curriculum standard" formally proposed the core literacy of history discipline,the education sector has responded to the requirements,education researchers and front-line teachers have actively explored effective practical teaching methods,and deepened the education and teaching reform with the core literacy of the discipline.However,since the unified edition of high school history textbook has been put into use,many teachers believe that the book covers many knowledge points and large time span.Teachers are confused that “there is no time to teach knowledge and no time to cultivate literacy” in teaching.How to solve this puzzle,how to reasonably grasp the relationship between teaching and learning,how to construct the logic of history classroom teaching from the perspective of subject core literacy,so as to improve the effect of history classroom teaching,these are the basic problems of middle school history classroom teaching practice at present.Therefore,combined with examples,this paper constructs the macro "teaching logic" guiding the teaching design through the micro three elements of "teaching logic”,such as the discipline knowledge logic of "teaching logic",the logic of students’ "learning" and the logic of teacher’ "teaching",in order to improve the classroom teaching and explore the effective way to implement the core literacy of history.This paper takes cultivating the core elements of students’ history as the final direction,and constructs the teaching logic suitable for high school history classroom based on the research on the connotation structure of teaching logic.Firstly,it analyzes the triple factors contained in teaching logic from the perspective of theoretical research.Secondly,based on the actual teaching,through the interview with the front-line teachers’ experience in the construction of teaching logic and confusion,it is known that the teachers who use the unified edition of new teaching materials have the current situation of superficial subject knowledge.Although some teachers are actively exploring the thematic teaching logic,there is a confusion that the theme does not match the teaching logic.On the basis of the survey results,this paper takes the connotation structure of teaching logic as the framework,tries to explore the effective solutions to the teaching confusion,based on the teaching materials,combs the discipline knowledge logic as the teaching content clue,selects the appropriate teaching method from the students’ cognitive logic level,and then studies and constructs the logical way of teachers’ "teaching" based on the former two.Then,based on the above analysis,this paper puts forward optimization strategies.Finally,taking the history textbook of the unified edition of senior high school "the change of political power and national integration of the Three Kingdoms,the two Jin,the norther and southern Dynasties" as an example,this paper constructs the teaching logic conducive to the cultivation of students’ subject core literacy.For teaching logic,people have always been familiar but not be detailed,but teaching logic is the key to a good lesson.How to deal with the relationship between textbook knowledge and the cultivation of students’ subject core literacy since the unified edition of Chinese and foreign history outline of senior high school was put into use,so as to help front-line young teachers prepare lessons and guide this study hopes to make a helpful contribution to getting rid of all these relevant difficulties.