Research On The Model Of Interdisciplinary Theme-Based Teaching In Junior Middle School History Curriclum

In 2022.The History Curriculum Standards for Compulsory Education(2022 Edition)was released.The new curriculum standard specifically adds "Interdisciplinary Thematic Learning" and requires interdisciplinary theme-based teaching in history curriculum.It is a great challenge for junior middle school history teachers to carry out interdisciplinary themebased teaching in history curriculum.The results of the questionnaire survey show that there are six major problems in the interdisciplinary theme-based teaching of history in junior middle school:insufficient teaching hours,falling into the pastiche mistake,ignoring the orientation of core competencies goals,low-quality question design,lack of integration of"teaching-learning-evaluation",and lack of the dominant position of students.In view of the problems existing in junior middle school history interdisciplinary theme-based teaching,the "Cyclic Pyramid" teaching model based on reverse instructional design theory and scaffolding instruction theory provides the implementation way to carry out the interdisciplinary theme-based teaching in junior middle school history curriculum.The "Cyclic Pyramid" teaching mode includes one pyramid and three cycles.As the core of the teaching mode,"pyramid" presents seven links of junior middle school history interdisciplinary theme-based teaching,namely,reading the curriculum standards,exploring textbooks,determining the theme,formulating teaching objectives,designing teaching evaluation,organizing teaching content,implementing teaching,and showing and reflecting on results.The three cycles are divided into one outer cycle and two inner cycles.The outer cycle is the three elements that guarantee the successful implementation of junior middle school history interdisciplinary theme-based teaching,namely accomplishment,problem and situation.The interdisciplinary theme-based teaching of junior middle school history is oriented by literacy and driven by problems.It cultivates literacy and evaluates the achievement of literacy in the context.The three elements of literacy,problem and situation are closely connected and integrated.The first inner cycle is the cycle between "reading the curriculum standard,exploring textbooks" and "determining the theme".The curriculum standard and the textbooks are the material library for the selection of the theme,and the theme should be determined in accordance with the requirements of the curriculum standard and based on the content of the textbooks.The second inner cycle is the cycle between"formulating teaching objectives","designing teaching evaluation" and "organizing teaching content".Teaching evaluation is designed according to teaching objectives.Teaching content is organized around teaching objectives and teaching evaluation,and teaching content in turn can guide the revision of teaching objectives and teaching evaluation.