Interdisciplinary Knowledge Integration Of High School History Based On STEAM Educational Concept

The new curriculum reform clearly proposes to cultivate people with all-round development of moral,intellectual,physical,aesthetic and labor,and today’s secondary education still adopts the method of teaching by subjects,although it is conducive to the logical structure of the subject,but it is not conducive to the transfer and application of knowledge and all-round development of students.Although secondary school history teachers recognize the importance of interdisciplinary teaching in the teaching process,most of them still adopt the traditional teaching mode due to practical factors.Therefore,in the latest high school history curriculum standards,it is particularly proposed to pay attention to the relationship between subjects.The use of the STEAM education concept to guide the interdisciplinary teaching of high school history can provide more possibilities for the improvement of high school history teaching.The outstanding feature of the STEAM educational philosophy is the emphasis on the intersection of various subjects,which is highly consistent with the interdisciplinary orientation required in the high school history curriculum.The STEAM education concept proposes to cultivate students’ STEAM literacy,which is closely compatible with the core literacy of students proposed by the high school history course;The content of high school history teaching contains a wealth of interdisciplinary knowledge,which can be linked to the specific subject knowledge under the STEAM education concept.Therefore,it is feasible to use the STEAM education concept in the teaching of high school history.Integrating the STEAM education concept into the teaching of high school history and carrying out the integrated teaching of high school history interdisciplinary knowledge based on STEAM education is conducive to cultivating students’ cooperative inquiry ability,practical innovation ability,and comprehensive application of multidisciplinary knowledge to solve problems,thereby strengthening students’ comprehensive quality and social competitiveness.Integrating the STEAM education concept into history teaching is conducive to helping teachers transform their educational concepts and thus change their teaching models,so as to cultivate high-level talents needed by society.The integrated teaching of high school history interdisciplinary knowledge based on the STEAM education concept should adhere to the principles of science,comprehensiveness,subjectivity,development and practice.To build a teaching model based on the STEAM education concept,it is also necessary to pay attention to five common elements,namely,real scenarios,asking key questions,group cooperative exploration,achievement presentation and communication,and evaluation.Under the guidance of the STEAM education concept,adhere to the five principles and apply the five elements to the teaching of high school history,and build a process of interdisciplinary knowledge integration teaching of high school history based on the STEAM education concept,which can be divided into three stages and ten links.In the preliminary preparation stage,teachers need to establish students’ learning themes based on the requirements of high school history curriculum standards and teaching content,and analyze the academic situation,and then clarify teaching objectives under the guidance of curriculum standards and STEAM education philosophy,stimulate students’ interest in learning by creating real-world problem situations,and help students formulate problem-solving task plans.In the implementation stage of the process,it is necessary to give full play to the subjectivity of students,which is mainly divided into group cooperative exploration,classroom demonstration and discussion,and teacher summary and sublimation.In the outcome evaluation stage,we should not only pay attention to outcome evaluation,pay attention to students’ learning effects,but also pay attention to process evaluation.Finally,the process evaluation and outcome evaluation are mainly completed by scale scoring.Finally,the lesson "Two Opium Wars" of the fifth unit of "Outline of Chinese and Foreign History" is used as a teaching case to carry out specific historical interdisciplinary knowledge integration teaching design.