Unit Teaching Design Based On Historical Evidence

In 2017,the General High School History Curriculum Standards were promulgated,outlining the five core qualities of the subject of history.Among them,historical evidence literacy occupies an important position in the five core literacies,and the realization of historical evidence literacy is a prerequisite for the realization of other literacies.Unit teaching design is a mode of teaching design from a macro perspective,breaking through the framework of traditional teaching design,starting with the unit as a whole,using the broad concepts as a guide,integrating the knowledge points of the unit,and using various teaching tools to implement the teaching objectives of the unit.In recent years,to better implement the requirements of the new student development-centred curriculum reform.frontline teachers have mostly started from the perspective of unit teaching,constructing a broad framework of history and implementing the core literacy of the subject.However,in actual teaching activities,teachers still have doubts about the grasp of the unit teaching design and the implementation of historical evidence-based literacy.Therefore,the use of unit teaching design as a design model for implementing historical evidence-based core literacy has implications for frontline teachers.Thesis paper uses a unit teaching design as a model to implement the development of empirical historical literacy.The literature method and case study method are used.Firstly,the main views of current unit teaching design at home and abroad are understood,the current situation of unit teaching design at home and abroad is summarised,and relevant concepts are defined.Next,the importance and principles of unit teaching design based on historical evidence are analysed,and three basic principles are put forward: the student-centred principle,the holistic principle and the hierarchical principle.Secondly,on the basis of the literature,the ADDIE model,which is a common model for unit teaching design,is used to construct a model for unit teaching design based on historical evidence,which provides a scaffold for the subsequent development of unit teaching design.Finally,the module design is developed using the example of Unit 5 of the Outline of Chinese and Foreign History(below),"The Industrial Revolution and the Birth of Marxism".In the process of designing the unit,a front-end analysis is conducted to analyse the basic elements of teaching and learning,based on which a conceptual hierarchy is drawn up for Unit 5 and a teaching theme is proposed.Using the broad concepts as a benchmark,unit objectives and thematic teaching time objectives are set.Using the themes as clues,the unit is integrated with historical evidence.Construct learning contexts using questions as a guide.Facilitate the grounding of core literacy in historical evidence through task-based learning.In the final stage,reference is made to the requirements of the Academic Quality Level section of the curriculum standards to set assessment objectives for the unit and to evaluate the overall implementation of the core literacies,constituting a complete unit teaching design.