On Teaching Design Of High School History Unis

Since the 18 th National Congress of the Communist Party of China established "cultivating morality and cultivating talents" as the fundamental task of education,the development of students’ core literacy has become the focus of the construction of the new curriculum system.Based on core literacy teaching,teachers are required to attach importance to the structured design of knowledge,break through the limitations of scattered teaching knowledge and difficulty in achieving overall development of student literacy in single class hours,and achieve the integration of knowledge,thinking,and literacy through unit planning,in order to comprehensively develop students’ subject core literacy.Therefore,structured unit teaching design is an effective way to implement core competencies in the classroom.From the current practical situation of the use of high school history unit teaching design,although many experts and frontline teachers are committed to the development and research of unit teaching design based on the unified version of high school history textbooks,the implementation of unit teaching still faces numerous obstacles due to practical factors such as the short usage time of new textbooks,the large volume of unit teaching design work,and the difficulty of unit teaching design.Therefore,exploring how to effectively implement the strategy of unit teaching design has become a task that high school history teachers must face.Based on this,this article chooses the unit teaching design based on the unified edition of high school history textbooks as the research object for practical exploration.Firstly,from the theoretical study of high school history unit teaching design,clarify its operating principles and its role in promoting the implementation of core historical literacy,the use of history unified textbooks,the development of history teachers’ professional abilities,and the cultivation of students’ overall understanding of history.Secondly,by analyzing the operational situation of high school history unit teaching design by history teachers,we can identify the key issues that make it difficult for unit learning content design to present an organic form,unit learning goal design to highlight literacy orientation,unit learning activity design to mobilize students’ thinking,and unit learning evaluation design to provide feedback on learning effectiveness.Once again,in response to the crux of high school history unit teaching design,combined with cases in the history teaching field,four strategies are proposed: "refining learning themes,three-dimensional unit learning content,focusing on core competencies,clarifying unit learning objectives,linking problem situations,driving unit learning activities,pre evaluation evidence,and continuous unit learning evaluation".Finally,based on the above high school history unit teaching design strategy,taking the third unit of the "Outline of Chinese and Foreign History(Part 2)" as an example,the overall teaching design of the unit is carried out,in order to provide valuable reference and assistance for frontline history teachers,and also to contribute to the promotion of high school history unit teaching design research.