A Study On Stratified Development Of Core Literacy In History Based On Unit Teaching

At present,research related to core literacy in history is in full swing.As the unified version of high school history textbooks are put into use nationwide,teachers increasingly find that history teaching faces challenges such as more content,comprehension and discernment,etc.How to cope with these challenges,how to classify and stratify core literacy in history through target-oriented decomposition,and implement its comprehensive cultivation in a more reasonable manner are This is an issue that needs to be addressed by frontline history teachers.The unified version of the history textbook is written in the form of ’units +lessons’,which proves that the unit teaching method is a good fit with the cultivation of core literacy in history,and that the unit teaching design allows for a more inclusive and flexible implementation of teaching objectives.Therefore,this paper combines the current research results and the current situation of the history teaching in secondary schools,and attempts to use the implementation of ’unit teaching’ as an entry point to decompose the level of subject core literacy and academic quality level into units,i.e.to classify,stratify and design the teaching objectives of each lesson under the unit based on the requirements of the unit,and to carry out teaching resources,assignments and assessments under the objectives and content.In this way,we can develop the necessary character and key competencies required by students in authentic problem situations in a multi-dimensional and multi-level manner.This paper firstly introduces the origin and significance of the topic,and then outlines the current status of research on "unit teaching" and "core literacy development in history" by combing through the literature on the subject at home and abroad,followed by an introduction to the research ideas and methods,and an explanation of the relevant concepts in order to clarify the basic direction and objectives of the topic.This is followed by an introduction to the research ideas and methods,and an explanation of the relevant concepts,in order to clarify the basic direction and objectives of the topic.This is followed by a description of the concepts of unit teaching and the stratified development of core literacy in history,an explanation of the theoretical basis of the study in relation to relevant scientific theories in education,and a discussion of the pedagogical implications of the study in order to clarify the value of the study.Then,a questionnaire survey and analysis are conducted to understand the current status of core literacy development in history at the secondary school level,to detect which specific aspects of students’ acquisition and application of core literacy in history are more problematic,and to analyse the causes of the problems.Secondly,we propose measures to address these problems,combining the questionnaires with relevant research to provide strategies for the implementation of a stratified approach to the development of core literacy in history based on unit teaching.Lastly,the teaching practice will be based on the relevant teaching strategies,and the unit teaching design will be completed by taking Unit 5 "Internal and External Disasters and Salvation in the Late Qing Dynasty" in the first volume of the Unified Edition of the Outline of Chinese and Foreign History as an example,so as to realise the combination of theoretical methods and practice.