A Study Of High School History Textbook Exercises In The Context Form The Perspective Of Core Literacy

In the new round of curriculum reform,textbook reform has attracted much attention from the academic circle.History textbooks should adapt to the development of the times,fit in with the reality of history curriculum reform,cultivate the core literacy of the subject for senior secondary students,and implement the fundamental task of establishing moral education.With the rapid roll-out of the 2019 Unified Edition of senior secondary history textbooks across the country,some researchers have conducted in-depth studies on various sections of the textbooks,which have become an effective way for teachers and students to understand them.However,few studies in the field have focused on the new textbook exercise system.Therefore,the thesis attempts to examine the unified edition of high school history textbook exercise system in the context of the requirements for the development of core literacy in history,with a view to providing some suggestions for the design of history textbook exercises.Firstly,the thesis takes the exercises in The Unified Edition of Senior Secondary History The Optional Compulsory Course ⅠNational system and Social Governance as an example.By using literature research and data analysis.,the paper expounds the concepts of textbook exercises and the core literacy of history.At the same time,it summarizes the relationship between textbook exercises and the core literacy of history discipline from three aspects: the compilation requirements of the new curriculum standard,the general situation of the exercises in optional compulsory Ⅰ and the concrete embodiment of the five core qualities in the exercises.Secondly,through student questionnaire and teacher interview,the thesis investigates the current situation of using the textbook exercises of History National system and Social Governance in the context of core literacy,and finds that there are still shortcomings in the design of the textbook exercises: First,the exercise ability level is monotonous,not well adapted to student learning psychological logic,unable to divergent students’ problem-solving ideas and thinking level,can not give full play to textbook exercises in the study of students to promote the unique role;Second,the types of problems in textbook exercises are relatively homogeneous and not interesting enough,which makes students feel tedious and uninteresting;Third,the lack of core literacy level guidelines in the exercises does not allow them to better fulfil their function and value of implementing core literacy;fourth,there is no corresponding learning method guidance in the setting of exercises,and students lack effective guidance,thus limiting the effectiveness of textbook exercises.Finally,to address these shortcomings,the thesis proposes corresponding design principles,arguing that the design of textbook exercises should logically conform to the psychological logic of students’ learning,take into account the fun nature,enhance the effective implementation of the core literacy of the subject,and provide guidance on learning methods.Based on the suggestions for the design of exercises,the thesis also suggests optimizing the design and teaching of exercises for typical lessons,with the aim of enhancing teachers’ and students’ use of textbooks as an important curriculum resource,increasing their attention to textbook exercises,and better implementing the core literacy of history.