Research On Cohesion Strategy Of Junior And Senior High School History Teaching Based On Historical Explanatory Literacy

With the implementation of new history textbooks and the promulgation of history curriculum standards,how to improve students’ ability of history discipline and cultivate students’ quality of history discipline has become a difficult problem plaguing middle school history teachers at present.To do a good job in connecting middle and high school history teaching is an important way to solve this problem.The unity and cohesion of the core accomplishment of history discipline in junior and senior high schools points out the direction of the cohesion of history teaching--focusing on the core accomplishment of history discipline.Historical interpretation literacy is the main index to test students’ historical view and development level of historical knowledge,ability and method,and plays an important role in the cultivation of the core literacy of history discipline.Based on the above,this paper tries to take historical explanatory literacy as the research perspective,based on the unified edition of history textbooks,and focuses on the cohesion strategy of junior and senior high school history teaching.This paper mainly uses literature research method,investigation method and case analysis method in the research.On the basis of in-depth study of middle and high school history textbooks and curriculum standards,combined with the philosophy of history,educational psychology,curriculum and teaching theory and other related theories,highlighted research questions.This paper is divided into five parts,focusing on the problems and countermeasures of history teaching cohesion based on historical explanatory literacy in junior and senior high schools.The first part of the introduction is composed of four parts,which are the reason for the topic selection,research significance,research status,research ideas,methods and innovations,so as to do a good job for the preliminary work of the paper writing.The second part is mainly to explain the key concepts involved in the paper,to provide theoretical support for the research of the paper.First,two key concepts of "middle and high school teaching cohesion" and "historical interpretation literacy" are explained to clarify the core concepts.Secondly,it discusses the four basic theories that the combination of historical explanatory literacy and the connection of junior and senior high school history teaching is conducive to the development of history teaching.Finally,the paper discusses the necessity of the combination of curriculum standard,teaching quality and teacher specialization.In the third part,students’ questionnaires and teachers’ interviews are used to investigate and analyze the current status of history teaching connection based on historical explanatory literacy in junior and senior high schools,so as to provide practical basis for the research of this paper.According to the research,the main problems in the current history teaching cohesion are : not deep cohesion consciousness,not clear cohesion path,and not outstanding cohesion quality.After that,the existing problems are analyzed from three perspectives : curriculum standards,teachers’ teaching and students’ learning.The fourth part,according to the three problems existing in the connection of history teaching in the third part,carries on the detailed strategy analysis from strengthening the teaching concept,changing the teaching method and optimizing the teaching process.Then it discusses the key issues in the process of cohesion--concept teaching,historical understanding,selection of historical materials and problem situation.The fifth part,combined with the cohesion strategy of the fourth part,through the analysis of the unified edition of the middle and high school "Politics and military in the Song Dynasty" curriculum standard requirements and textbook content,on this basis,the design of high school teaching cases,shows the middle and high school history teaching cohesion lesson preparation ideas and teaching process.After that,it points out the direction that high school history teaching should focus on.