Research On The Teaching Design Of Junior High School History Unit Based On The Big Concept

Unit teaching design based on big concepts is an important way to cultivate the historical core literacy of junior high school students.The teaching design of junior high school history unit guided by the big concept starts from the curriculum standard,teaching material and learning situation,extracts the big concept,integrates the unit content,establishes the unit goal and implements the unit teaching.Based on this design idea,taking the third unit of the bourgeois Revolution and the Establishment of the Republic of China in the eighth grade of Chinese History as an example,the unit teaching design is studied with the idea of big concepts.Based on the discipline literacy,based on the 2022 edition of compulsory education history curriculum standards as the research,deeply interpret the new curriculum standards,study the unified version of the textbook,and analyze the students’ learning situation.Through the analysis of history curriculum standards and the combing of historical knowledge structure,the subject concept of this unit is refined as "the exploration of bourgeois revolutionaries".Around the refined concept,the content of the unit is integrated,and the third unit class hour and the subsystem content are separated and reconstructed,so as to determine the design of the three class hours.The first lesson: preparation for exploration—— go towards democratic republic;the second lesson: the results of exploration——create democratic republic;the third lesson: continuation of exploration——maintain democratic republic.Through the specific design of the three class hours,the framework and context of knowledge are broken through,and the unit teaching design under the guidance of the big concept is presented.In practice,the teaching design of this unit is reflected on.In terms of teaching conception,the guidance of big concepts;teaching content,the optimal integration of knowledge and the construction of knowledge framework;and teaching resources,the utilization of textbook resources and the supplement of other historical materials.At the same time,it points out the problems in practice: the deep excavation of big concepts is not enough,students’ subjectivity is not fully demonstrated,and the ability to integrate knowledge needs to be improved.Finally,the strategies of unit teaching design based on big concepts are summarized: conducting teaching analysis,refining historical big concepts,integrating unit content,establishing unit goals,and paying attention to teaching implementation.