Research On The Difference Of Teaching Effect Of Core Quality Of History Discipline In Senior High School

The report of the Party’s 20 th National Congress pointed out: "Education is a major plan for the country and the Party.What people to train,how to train people,and for whom to train people are the fundamental problems of education.The foundation of education lies in moral integrity." Therefore,the fundamental purpose of education is to "cultivate morality" and "cultivate people"."History Curriculum Standards for Senior High Schools(2017 edition,2020 revision)" also points out that moral education is the most basic and important educational goal of history curriculum.Guided by the History Curriculum Standards for Ordinary High Schools(2017 Edition Revised in 2020),this paper investigates the implementation status of core literacy teaching in high school history through classified observation and investigation of some middle schools in Zhangzhou City,including urban middle schools and suburban middle schools,conforming and non-conforming schools in urban areas,first-level conforming schools and second-level conforming schools,urban high schools and suburban high schools.Make questionnaires and conduct interviews to explore what factors critically affect the achievement of students’ core literacy in history in senior high schools in third-tier cities.According to the questionnaire survey and interview,through the comparison of students and teachers in different regions and schools with different standards,it is found that different regions and schools with different standards have different teaching efforts in implementing the core literacy of history discipline,and there are also great differences in students’ cognition of the concept of core literacy of history discipline and the level of core literacy of history discipline.In addition,there are significant differences in the teaching process of teachers’ understanding and implementation of the core quality of history.Therefore,through specific data analysis,this paper answers the key reasons for the gap in the implementation of "core literacy of history discipline" teaching in schools of different natures,and understands the key roles of teaching and learning in the realization of "core literacy" teaching goals.It is an important measure to develop students’ core quality of history discipline to carry out the fundamental task of cultivating morality and people.In order to give full play to the educational function of history curriculum to cultivate and develop students’ core quality of history discipline,it should not only focus on students as an individual,but should be supported by the two-way classroom implementation process between teachers and students,the professional level of history discipline of individual teachers,educational management departments,schools and other educational management platforms.As well as the development of family,society,universities and other all-round resources,fully cover the cultivation of students’ core literacy of history,and promote the realization of the core literacy goal of history.