Design Research Of "History Interdisciplinary Theme Learning" In Junior High School

With the promulgation of the History Curriculum Standards for Compulsory Education(2022 Edition)and the gradual deepening of the history curriculum reform,interdisciplinary thematic learning in the history curriculum is one of the important changes in the new standards.The setting of interdisciplinary thematic learning in the history curriculum reflects the strengthening of integration and connection among courses,the emphasis on student-oriented practical activities,and the development of students’ core historical literacy in the process of problem solving.In the context of the promulgation and implementation of the history curriculum standards for compulsory education(2022 edition),"How to design interdisciplinary learning programs and promote the implementation of interdisciplinary thematic learning activities in junior high school history?" affects the implementation of the history curriculum and constrains the effectiveness of history teaching in nurturing people,becoming a problem that educators face head-on.This study takes the design of interdisciplinary thematic learning activities in junior high school history curriculum as the research object,and explores feasible ways to effectively promote the design of interdisciplinary thematic learning activities in junior high school history,which mainly includes the following six parts:The first part is the introduction,which mainly introduces the reason for choosing the topic of this paper,a review of relevant domestic and international studies,research methods,research focus and innovations.The second part is the definition of the relevant concepts and the theoretical basis of this study,mainly from the connotation of interdisciplinary learning,theme-based learning,and interdisciplinary theme-based learning to discuss and explain some relevant concepts of this paper.The theoretical basis of the study is also explained in terms of historical materialism,systemic theory,and constructivist learning theory,which enhance the theoretical nature of this paper.The third part is an analysis of the current situation of designing interdisciplinary thematic learning activities in junior high school history and the reasons for that situation,which in turn provides the basis for the research.The main research method is the questionnaire survey method,through which questionnaires are administered to junior high school history teachers and students to understand the awareness of front-line teachers and junior high school students about interdisciplinary theme learning.The survey results show that there are some problems in the practice of junior high school history interdisciplinary theme learning activities,which provides some suggestions for how to improve the design approach below.The fourth part is an analysis of the principles of designing interdisciplinary theme-based learning activities in middle school history.Six principles of history,comprehensiveness,practicality,diversity,inquiry and operability are summarized for the design of middle school history interdisciplinary theme learning.The fifth part is the requirements and methods of designing interdisciplinary thematic learning activities in junior high school history.It mainly focuses on how to design a good interdisciplinary thematic learning activity in junior high school history,and puts forward the target requirements,content requirements and ability requirements to be followed in the design,as well as the methods of carrying out practical interdisciplinary thematic learning activities in junior high school history.The sixth part is the construction and application of the model of interdisciplinary theme learning in junior high school history.Based on the theoretical foundations of the first four chapters and the results of the analysis of the realistic basis,the principles,requirements and methods of history interdisciplinary thematic learning activities are used as the goal to analyze the components and design strategies of the junior high school history interdisciplinary thematic learning model oriented to the cultivation of history core literacy,and to form specific operational steps.On the basis of the clear design strategy,the teaching content of "Raising the Sails of Civilization-Zheng He’s Journey to the West" is used as an example to demonstrate how the model can be applied in teaching practice to implement the cultivation of core literacy in history.Finally,the conclusion of this study includes the main conclusions,shortcomings,and prospects of the study.This study is a new attempt to develop students’ core literacy in history from the perspective of designing interdisciplinary thematic activities in junior high school history,and its research results have enriched the research on interdisciplinary thematic learning and core literacy development to a certain extent,and have certain guiding effect and significance for front-line teachers’ practice of interdisciplinary thematic learning activities.