Research On The Application Of Project-based Learning In High School History Teaching Under The Orientation Of Core Literacy

With the advent of the new curriculum reform,the "General High School History Curriculum Standards(2017 Edition)" puts forward the requirements for cultivating students’ core literacy in the subject,which has also become the direction of current high school history teaching efforts.In order to cultivate students’ historical core literacy,classroom teachers need to grasp the core concepts of teaching content,effectively integrate classroom content from the perspective of superior concepts,and improve the depth and breadth of the classroom.Guide students to carry out in-depth learning and promote students’ understanding and transfer of core knowledge.So how can teachers facilitate deep learning in the classroom? Through the research of relevant scholars at home and abroad,project-based learning is an effective way to guide students from shallow learning to deep learning.Project-based learning advocates student-oriented,emphasizes driving problems as the guide,and guides students to solve problems through planning,collecting data,working in groups,making products,displaying results,etc.,so as to realize the learning of knowledge and improve their problem-solving ability.This coincides with the current high school history curriculum standards for cultivating students’ core literacy abilities.The research content of this paper is the application of project-based learning in high school history teaching under the orientation of core literacy,and the relevant teaching design is carried out by taking the seventh unit of "Outline of Chinese and Foreign History(I)" as an example.It mainly includes the following parts: The first chapter,first of all,combines the current background of the times and the advantages of project-based learning,and recognizes the significance of applying project-based learning to high school history teaching.In addition,the research results on project-based learning at home and abroad are summarized,and on this basis,the problems that this paper wants to break through and its innovations are determined.The second chapter is to study project-based learning and related theories under the orientation of core literacy,and analyze the relationship between project-based learning and core literacy on the basis of summarizing relevant concepts.In addition,the characteristics of project-based learning and its theoretical basis are understood,and the implementation value of project-based learning applied to high school history classrooms is summarized.The third chapter is to investigate and analyze the application of project-based learning to high school history classrooms,and discover the problems existing in the current high school history classrooms in the form of questionnaire surveys,so as to provide a reliable basis for the subsequent strategies and designs.Chapter 4 discusses the application of project-based learning in high school history teaching under the orientation of core literacy,including the new content of project-based learning under literacy orientation and the design basis,process and implementation strategy of project-based learning in high school history teaching.Chapter 5 takes the Outline of Chinese and Foreign History(Part I)as an example to design corresponding project-based learning programs,in order to provide examples for project-based learning to be applied to high school history teaching.