Research On The Teaching Path Of History Unit In Senior High School Based On Big Concept

The teaching of high school history units based on the big concept not only meets the requirements of the new curriculum reform,but also conforms to the characteristics of the historical discipline,reflecting the essential characteristics of the historical discipline and the thinking method of the historical discipline.Under the leadership of the general concept,integrating and condensing historical knowledge,grasping the law of historical development and carrying out unit teaching can not only promote the innovation of teaching methods,but also provide a link for the development of students’ abilities and the mplementation of the core literacy of historical disciplines.The article takes the teaching design of the big concept unit of high school history as the research object.With the support of education system theory and constructivism learning theory,it combines the big concept with unit teaching from the requirements of student standard and core literacy,so as to promote the systematization and structure of teaching content and explore the history unit of high school based on big concept.Teaching path.The article is divided into five parts.The first part describes the background and significance of the topic,summarizes the research status of relevant issues at home and abroad,determines the research direction of the article,clarifies the relevant educational theoretical basis of this study,and designs research ideas and methods.The second part mainly defines core concepts such as "big concept" and "high school history unit teaching",clarifies the relationship between big concept and high school history unit teaching,and finds opportunities for the combination of the two.The third part mainly analyzes the necessity of high school history teaching based on big concepts from the aspects of curriculum reform,textbook characteristics,college entrance examination trends,etc.,and explains its feasibility from the perspective of providing guidelines for curriculum standards and providing directions for curriculum content.The fourth part explains the teaching path of the high school history unit based on the big concept,and puts forward the "refining the big concept,building the concept system-using the big concept,reconstructing the teaching content unit-focusing on the big concept,designing the teaching goals-implementing the big concept,design teaching process-deepening the big concept and implementing the unit evaluation.The design path of price.The fifth part takes the big concept of "capitalism" as an example to present the teaching design of the lesson "The Opening of Global Routes".Through research,the teaching of high school history units based on big concepts takes the big concept as the core and the subject core literacy as the guide.It pays attention to the integration of subject knowledge and establishes horizontal and vertical knowledge links,which can help teachers change teaching concepts and improve teaching quality.It can also guide students to transfer knowledge and transform knowledge into ability,so as to make progress.Develop historical thinking in one step and improve the core literacy of the discipline.