Research On The Teaching Of High School History Units Based On The Core Literacy Of The Subjec

In recent years,the use of new high school history textbooks has been faced with practical problems such as tight time,heavy tasks,numerous contents,"remixed food",and difficult examination evaluation.However,the 2017 version of the new curriculum standard especially emphasizes the cultivation of students’ core qualities and suggests the integration of curriculum content.The college entrance examination proposition also gives full play to the role of promoting teaching through examination and pays attention to the problem solving ability of students in the new situation.Constantly guide students to look at history from the perspective of long time period and large space and time.Under this background,it is urgent to change the teaching idea and teaching strategy of high school history teaching.In order to solve the existing teaching difficulties,improve the teaching ability of front-line teachers,create literacy classroom,efficient classroom and smart classroom,and truly implement the cultivation of students’ core literacy,the author chooses this topic for research.From the aspects of determining the teaching theme of large unit,formulating teaching objectives of large unit,designing teaching activities of large unit and reshaping teaching evaluation of large unit,based on the subject’s core literacy,Put forward a series of high school history large unit teaching strategies.It emphasizes that the theme selection of large unit teaching should be guided by learning situation and examination situation,pay attention to the reasonable integration of textbook content under the requirements of the new curriculum standard,and the main historical line,key content,key issues and core concepts can be the theme of large unit teaching.When formulating the teaching objectives of large units,we should take the cultivation of students’ core literacy as the starting point and goal,combine the achievement of literacy with teaching activities and teaching content,so that students can understand history in the process of discovering and solving problems,and form the teaching objectives of large units with operability and detectability.The exploration activities of the large unit teaching should be designed around the key and difficult contents,and based on the situation,students should be guided to perceive history in the situation,experience the practical problems faced by people at that time,and understand the profound causal links behind historical phenomena.Several exploration questions need to be connected from the front to the back,from the shallow to the deep,layer by layer,forming a chain of problems,guide students to solve a series of problems,form their own comprehensive,systematic and profound understanding of the historical problem,so that students’ thinking continuously deepens,and constantly enhance the interest,academic and thinking of historical exploration.In the evaluation of large unit teaching,attention should be paid to the degree of achievement of students’ academic quality level.What is evaluated is students’ thinking process of historical problems,rather than homework scores and test results.Finally,the author focuses on "Qiang Song? The Weak Song Dynasty?" The theme of this unit is to design the teaching case of the Political System of the Strong Song and the Weak Song.