A Practice Study Of Big Ideas Teaching Based On Core Literacy Of History Teaching In Senior High School

In network information age,education pays more attention to the cultivation of core literacy on history among students.But nowadays,history teaching in senior high school exists problems under the framework study of dynasty,causing that some major historical issues may be cutoff and many important historical issues are not ups and downs at the same time with the rise of dynasties.However,big ideas can effectively grab the core contents of subjects to integrate lots of fine and scattered knowledge,and coherent the knowledge with a same topic together to organize and build a systematic learning framework to improve learning efficiency of students,becoming the anchor point of theme teaching on history teaching in senior high school.Big ideas refer to those concepts and ideas that can link scattered knowledge,skills,and ideas into a whole and give them meaning,playing a leading role in student learning.Hence,based on big ideas,review courses organization on history in senior high school should follow a nested iterative logic by themes.Meanwhile,through presenting a series of complete clues,it should be supplemented with a teaching sequence from passive to active,cultivating students’ ability to think problems independently.With the theme of “Diversity and Unity of Chinese Nation Relations” and the big idea of “Diversity and Unity”,the thesis was designed in four clues,including the formation and development of diversity and unity in Chinese nation,the main interaction and exchange ways in Chinese nation,borderlands governance by central governments in ancient and modern times and the emergence and development of modern national consciousness.Through big ideas and the integration of knowledge and abilities,students can master the relation between learning points to achieve knowledge transfer and reconfiguration,while the clues are the concretization of topic to examine the learning transfer ability among students corresponding with big ideas.Besides,teaching process consists of teaching objectives defining,core tasks and issues designing and teaching activities implementing.Specific teaching practice including problems lead-in,classroom instruction,after-class tasks,summaries and reflections to help students build knowledge structures and capture the main contents of the subject,which can help them truly comprehend the historical concepts of a topic and promote the cultivation of core literacy on history subjects.