Research On Teaching Big Ideas Of History In Junior High School

The History Curriculum Standards for Compulsory Education(2022 Edition),promulgated by the Ministry of Education,states that the goal of the history curriculum is to implement the fundamental task of establishing moral education,reflect the nurturing function of the history curriculum,and cultivate students’ core literacy,and for the first time,in the teaching suggestions for the implementation of the history curriculum in junior high school,it is proposed that the teaching content should be integrated by using big ideas.Big ideas are those concepts and ideas that can link scattered knowledge,skills,and ideas into a whole and give them meaning.The subject nature of history,which becomes increasingly large as time accumulates,and the cognitive development characteristics of junior high school students,who are beginning to dominate abstract logical thinking,determine that using the big ideas of junior high school history as the base for curriculum integration and integrating a large number of historical facts is an important tool for developing junior high school students’ problem-solving skills in historical contexts and nurturing core literacy in history.The history big ideas teaching in junior high school has become an important focus of junior high school history teaching reform.Based on the understanding of big ideas teaching,this paper discusses the overall design and implementation path of big ideas teaching in junior high school history,including the overall construction of unit content,the establishment of objectives,the process design and the evaluation settings of big ideas teaching in junior high school history,in order to provide a reference of strategies and suggestions for teaching practice,in the light of the current compulsory education textbook of junior high school history(5-4 school system).The paper consists of three parts: the introduction,the body and the conclusion.The introductory part introduces the origin,significance and innovation of the study,and reviews the current status of domestic and international research on big ideas teaching,and explains the content and methods of the study.The main part consists of five chapters.Based on the existing research results,the first chapter clarifies the understanding of big ideas and big ideas teaching in junior high school history,including the connotation,characteristics,generation mechanism,the necessity and value of implementation,and the theoretical foundation.Big ideas teaching requires units with higher integration and carrying capacity as the basic learning units for overall construction.Chapter 2 analyzes the idea of the overall construction of the unit content in junior high school history big ideas teaching,and illustrates the connotation,characteristics and types of "units" under big ideas teaching with specific cases,using junior high school history big ideas as the core to unify unit contents and build the overall structure.Chapter 3 focuses on the basis and path of refining junior high school history big ideas,and points out the composition and expression of big ideas teaching goals.Chapter 4 analyzes and summarizes the process of teaching junior high school history big ideas in three parts: "creating historical situations","conducting historical research" and "asking key questions and tasks".Chapter 5 focuses on the evaluation principles and features,evaluation tasks and evaluation scales,and proposes some strategies and suggestions for the evaluation of junior high school history big ideas teaching.The concluding section summarizes the main contents of this study and provides an outlook on the future teaching of big ideas in junior high school history.At present,history teaching at the junior high school level has formally shifted from "teaching knowledge" to "cultivating literacy",and teaching the big ideas of history has become an important focus point for cultivating students’ core literacy of history,so that students can form a holistic,structured and deep historical cognition,better grasp the stage characteristics and internal connections of history,continue to maintain students’ curiosity and desire to explore the subject of history,and promote the landing of core literacy of history.