| With the continuous advancement of basic education reform,the cultivation of discipline core literacy has become the most important and core content at present.As the fundamental task of education,Lide Shuren has been gradually implemented and deepened in this process.In the history teaching of senior high school,in order to effectively implement the subject literacy,the new curriculum standard puts forward higher requirements,and the new teaching materials also present a brand-new look,which brings severe challenges to the current history teaching of senior high school."History Curriculum Standard for Ordinary Senior High Schools(2017 Edition)" first put forward a brand-new teaching theory of "big concept".As a concept with great integrity,generality and migration value,introducing the big concept theory into history teaching in senior high schools has become an effective strategy to meet the above challenges,help students effectively master and apply knowledge,and effectively cultivate students’ core literacy in history.As a teaching form with integrity and overall characteristics,unit teaching can break through the disadvantages of knowledge separation brought by class teaching,and take unit as the carrier of the implementation of big concept teaching,and combining unit teaching with big concept teaching becomes the double guarantee for the cultivation of students’ core literacy in history.At present,high school history textbooks are characterized by a large and scattered knowledge system,complex and concentrated knowledge points,and simplified academic knowledge expression.There are some problems in teaching,such as being difficult to adapt and unable to start.Both the big concept and the unit teaching are conducive to sorting out the knowledge structure and promoting the integration and transfer of knowledge,which conforms to the basic principles of cognitive structure learning theory and learning transfer theory,and is of great value to the current teaching challenges.Based on this,this paper starts from five aspects: course analysis,target design,content integration,teaching implementation and learning evaluation,and combines the unit of "Towards the Whole World" in the Outline of Chinese and Foreign History(Part II)to integrate the theory of big concepts into unit teaching,and constructs a unit teaching path based on big concepts with the cultivation of subject core literacy as the guidance.Through specific case design as practical support,this paper focuses on how to construct a concept system and how to guide students to internalize big concepts step by step.Through the above research,it is proved that the combination of big concept and unit teaching is a good strategy to effectively integrate knowledge,sort out the context of knowledge development,refine the core ideas of disciplines,improve the level of students’ migration,and an important way to implement students’ core literacy.In this paper,a systematic and operable unit teaching research based on the big concept has been formed from the presentation to the solution of the problem,which provides a reference for the front-line history teaching to meet the challenges of the current history teaching and meet the requirements of the literacy-oriented classroom.However,how to implement the big concept teaching in different teaching carriers and how to play its role in different learning periods needs further discussion. |
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