Research On The Design And Implementation Of Junior High School History Teaching Guided By Core Accomplishment

Starting from the autumn semester of 2016,the departmental version of junior high school history textbooks began to replace other versions of junior high school history textbooks,becoming the only widely used version of junior high school history textbooks in the country.Afterwards,training on the use of the departmental version of junior high school history textbooks was carried out nationwide,and a large number of middle school history teachers conducted various forms of learning and teaching practices based on their actual teaching activities,accumulating a lot of beneficial experience.In April 2022,the "History Curriculum Standards for Compulsory Education"(2022 Edition)was published and released,and the new curriculum standards clearly pointed out that middle school history courses should cultivate students’ core competencies.As a result,the author has developed a strong research interest in how to use the departmental version of junior high school history textbooks to cultivate students’ core historical literacy.The implementation of course objectives cannot be separated from classroom teaching activities.The author believes that history teaching design is a practical tool for connecting history courses and history classroom teaching.This article is guided by core literacy and explores the teaching design and implementation of the course "Emperor Wu of Han Consolidates the Great Unification Dynasty".Firstly,it delves into the requirements of the new curriculum standard on historical core literacy and the teaching content of this course,and formulates specific and operational classroom literacy goals from the perspective of cultivating students’ literacy abilities.Secondly,based on the concept of "big concept teaching" in the new curriculum standard,the teaching content of this course is refined,and "big unity" is determined as the main teaching theme of this course.Thirdly,survey questionnaires were distributed to students and junior high school history teachers in the teaching and research area to understand the current core literacy and historical learning needs of students in the history discipline.The current teaching design status of junior high school history teachers in Qiubei County,as well as their cognitive level and practical confusion about core literacy,were analyzed,in order to conduct targeted research on the cultivation path of core literacy in the history discipline and provide a basis for achieving core literacy goals.Finally,the author implements classroom teaching activities based on the teaching design of this lesson,repeatedly verifying and optimizing the rationality,scientificity,and operability of the teaching design of this lesson.On this basis,we aim to achieve a spiral increase in junior high school history teaching from design,implementation,reflection,adjustment,and optimization,in order to explore effective strategies for cultivating students’ core competencies and achieve the educational goals of history courses.