The Application Research Of Large Unit Teaching In Senior High School History Class

The proposal of core literacy and the implementation of unified history textbooks require teachers to transform traditional teaching methods and seek new teaching methods.The new textbook contains a lot of content,and how to achieve both core nutrient cultivation and efficient teaching while maintaining the same class hours is a topic worth studying.Large unit teaching focuses on the integration and reconstruction of teaching content,which is conducive to improving classroom teaching efficiency;Emphasizing context creation and knowledge transfer is conducive to promoting the development of students’ core literacy.In order to better apply large unit teaching to the history classroom,this article proposes a model and process for implementing large unit teaching in the history classroom of high school based on previous research and interviews with high school history teachers.The viewpoints of this article are as follows:Firstly,define the concept of large unit teaching,distinguish it from ordinary teaching,and propose relevant theoretical basis for large unit teaching.Secondly,through interviews with senior high school history teachers,it is found that there are some problems with large unit teaching in senior high school history classrooms,such as low frequency of application,difficulty in grasping teaching content,single application class type,and emphasis on results based evaluation.The reasons for the above problems are summarized,mainly including various teaching materials,limited professional abilities of teachers,lack of overall awareness among teachers,and different levels of student development.Thirdly,in order to address the above issues,based on relevant research and theoretical foundations,the application principles and teaching models that should be followed in implementing large unit teaching in high school history classrooms are proposed.Finally,using the proposed large unit teaching model,taking the fourth unit of the "Outline of Chinese and Foreign History(I)" as an example,the practice of large unit teaching in high school history classrooms is carried out.The effectiveness of large unit teaching is evaluated through questionnaire surveys and other methods,and problems that arise during the teaching process are identified and improvement suggestions are proposed.In a word,this thesis,through the investigation and analysis of the status quo of large unit teaching in high school history,combined with relevant theories,puts forward the implementation principle and implementation model of large unit teaching,providing an effective implementation path for the implementation of large unit teaching in history classroom.