The Application Research Of Historical Details In High School History Teaching

With the official implementation of the new version of the general high school history curriculum standards and the unified version of high school history textbooks,the status of historical materials in high school classrooms has become more and more important.Historical details,as a teaching resource in the practice of history teaching,are presented in the form of historical materials relative to the existence of macro concepts such as historical conclusions,historical laws,and macro historical narratives.Historical details can be a key detail part of a major historical event,or they can be specific and typical,some small people,regional or individual events that can reflect the epitome of the era at that time,with narrative and interesting characteristics,can See the big from the small,help students understand the existence of history,and cultivate and improve the core literacy level of students.However,there are still many problems to be solved in the teaching practice of high school history details at this stage.This paper will use the methods of questionnaires,practice observation,case analysis and literature research to analyze the theoretical background,practical needs and existing problems of high school history details teaching.And perfect strategies and other aspects to carry out research,and the results of the research are applied to teaching practice.This article has four chapters:Chapter 1: This chapter expounds the theoretical background of the teaching of historical details in high school,that is,the development of micro-history,new narrative historiography and historical anthropology,as well as the relationship with the teaching of historical details in high school,and the existence of the teaching of historical details in high school under the background of the unified version of high school history textbooks.The contradictions,status and main sources of literacy and its role in cultivating core literacy aim to illustrate the practical needs of improving the teaching of high school history details.Chapter 2: In this chapter,through the analysis of questionnaires and case studies of front-line teachers in high schools,it is found that some teachers do not have enough reading,it is difficult to support the teaching of historical details,and the cognition of historical details is inaccurate,which often results in one-sided and general understanding of historical details.The overall purpose of teaching historical details is not clear.Chapter 3: This chapter summarizes teaching strategies such as careful verification of details,coordination of macro and micro goals,clear teaching themes,perfect problem guidance,and creation of cognitive conflicts based on the problems found in the previous article and front-line teaching cases.Detailed teaching provides systematic teaching strategies.Chapter 4: This chapter combines the previous research results,taking the teaching design of the 11 th lesson of the unified edition high school history textbook "Economy and Society in the Liao,Song,Xia,Jin and Yuan Dynasties" as an example to verify and reflect in teaching practice.