The Research On Thematic Instructional Design Of History In Senior High School Pointing To The Space-time Concept

The five core qualities of history subject promulgated and implemented in the History Curriculum Standards for Ordinary High School(2017 edition)have brought great challenges to high school history education and infinite possibilities for the development of history education.Cultivating students’ core qualities has become the goal orientation and value pursuit of high school history curriculum and teaching reform under the new era."Concept of time and space" accomplishment is the essence and core thinking of history discipline,and the knowledge and understanding of time and space is the entry requirement for every senior high school student to learn history.No time,no history.However,the class hours of high school history course are tight,and under the pressure of entrance examination,many front-line teachers still pay attention to the memorization of key knowledge and the cultivation of examination thinking.In classroom teaching,there are few activities to stimulate students’ space-time thinking,and students’ historical space-time concept cannot be developed.Many education researchers and front-line teachers see this dilemma in the reform of history teaching,and produce the purpose of teaching design research pointing to the cultivation of time-space concepts,in order to solve the problems of fragmented teaching and ignoring the development of students’ historical time-space concepts in the process of teaching design and implementation to a certain extent.Help students to construct "grand historical view" and develop meaningful cognitive structure through teaching activities,and form high quality historical thinking ability.By combing a large number of literatures related to conceptual literacy of time and space and thematic instructional design,this study finds that researchers have conducted more researches on the two unilaterally,but few in-depth researches on the implementation of historical concepts of time and space through thematic instructional design.Therefore,the research space of this study is determined.Based on this,this study first sorted out the core concepts of "space-time concept" and "themed instructional design" from the theoretical level,and demonstrated the appropriateness of using themed teaching to cultivate the quality of space-time concept from three aspects: Using theme teaching to cultivate the concept of time and space conforms to the requirement of knowledge connection of history discipline timing,the requirement of knowledge integration of history discipline comprehensivism,and the requirement of historical knowledge construction of senior high school students.Based on the above research,the second chapter uses the interview method to gain insight into the actual experience of seven high school history teachers of different teaching ages in L City in the process of implementing the space-time concept training,and explores the realistic dilemma of front-line teachers in implementing the space-time concept training in teaching from the perspective of practice.For example,there are some problems in the cognition of the concept of time and space literacy,the lack of refinement of teaching objectives in practice training,the fragmented teaching content can not reflect the integrity of the concept of time and space,and the teachers’ improper choice of teaching material content leads to the "comprehensive teaching covering teaching materials".The third chapter carries on the theoretical reflection according to the actual experience of history teachers,combines the cultivation of space-time concept with the thematic instructional design,and tries to construct the basic framework of the thematic instructional design pointing to the cultivation of space-time concept.From the formulation of classroom teaching theme,the compilation of teaching objectives,the analysis and integration of teaching content to the implementation of the whole topic teaching link,the teaching theme is guided by the concept of time and space.In the process of discussion,appropriate teaching case fragments are integrated to support the proposed teaching design framework.In the fourth chapter,with the help of the teaching framework of the third chapter,the themed teaching cases of J Middle School in Shantou are modified and presented completely,in order to provide some substantial help for front-line teachers.However,the implementation and development of the new teaching mode is not only the task of teachers,the relevant education departments and schools should strengthen the overall management,support teachers’ teaching reform,and provide guarantee for the implementation of teachers’ teaching reform.Education departments should combine the teaching practice,carry out targeted teacher training,improve the professional ability of teachers,and reform the entrance examination system to fully investigate the core quality of students in history.Schools should strengthen overall consideration,establish teachers’ interdisciplinary teaching community,integrate teaching resources inside and outside the school,and create a relatively complete context for the cultivation of the concept of time and space.For teachers themselves,they should also break through the original traditional teaching concepts,have the courage to try new teaching modes,constantly improve their professional level,broaden their historical vision,and make adequate preparations for the implementation of the cultivation of the concept of time and space.