A Study On The Auxiliary Columns Of Unified History Textbook For Senior High School Based On Marzano’s New Taxonomy

In 2019,the unified history textbooks for senior high school were officially put into use,and the textbooks have included many functional auxiliary columns,which have a positive contribution to the key competencies of history and the promotion of students’ independent learning.At the same time,how to effectively using the auxiliary columns of textbook to help teaching history has become a concern for front-line teachers.Based on Marzano’s New Taxonomy,this study takes the Required Elective Course 3 Cultural Exchange and Communication as the text,tries to examine the compilation of the auxiliary columns of textbook from the perspective of students’ psychological logic of learning,and puts forward several strategies and suggestions for the use of textbooks,hoping to provide some reference for front-line teachers teaching history.The whole paper is divided into three main parts: introduction,body and conclusion.The introduction mainly explains the reasons for the selection of the topic,analyzes the current research status about the auxiliary columns of history textbook for senior high school and Marzano’s New Taxonomy,and discusses the possibility of combining the two.Besides,the research object,research method,research significance and innovation of this study are briefly explained.The main body contains three chapters.In the first chapter,the author introduces the basic content of Marzano’s New Taxonomy in the auxiliary columns of textbook,in terms of "The model of learning behavior" and "Two-dimensional classification model" respectively.It also discusses the value and significance of the theory from the perspective of history teaching.In Chapter 2,the author divides the auxiliary columns of textbook into three categories: "Focus on student’s Self-System" "Focus on student’s Metacognitive System" and "Focus on student’s Cognitive System" based on "The model of learning behavior".On this basis,the author further elaborates on the relationship between the auxiliary columns of textbook and the main text,pointing out the differences between the two in terms of presentation and role.Finally,in accordance with Marzano’s New Taxonomy,the characteristics of the auxiliary columns of textbook were summarized and concluded from the perspectives of progressive thinking,ability development,and key competencies.In Chapter 3,the author proposes five corresponding application strategies for the knowledge and processing level dimensions based on "Two-dimensional classification model",so as to provide some reference for front-line teachers’ teaching.For declarative knowledge,concepts should be used for generalization,while taking into account specific historical facts;for procedural knowledge,learning method guidance should be supplemented to promote independent learning;for self-system,motivational components should be paid attention to and the auxiliary columns of textbook should be fully developed;for metacognitive system,assessment scales should be relied on to promote self-reflection;for cognitive system,questions should be designed in a hierarchical manner to focus on thinking enhancement.In the conclusion part,the author makes certain additions and generalizations to the study,and provides an outlook for subsequent research based on reflection.