Research On Special Topic Teaching Of Women’s History In Junior High School History

With the continuous development of social productivity and the gradual liberation of social ideology,women have gradually broken through the constraints of the family,participated in social and political life,economic life,and cultural life,and bloomed in various fields,attracting attention from all sectors of society.This has also sparked historians’ pursuit of women in history.Since the "May Fourth Movement",the study of women’s history has lasted for more than 100 years in China’s history circle,which has made certain achievements in both women’s history research and the discipline construction of women’s history.However,currently there are few research achievements in the field of history that have been applied to the teaching of middle school history.However,existing research in the education field on the teaching of middle school history and women’s history mostly focuses on the high school stage,neglecting the exploration of middle school stage.This indicates that there is still a gap in the current research on the teaching of middle school history and women’s history.In this context,paying attention to the content of women’s history in junior high school history textbooks and how to conduct specialized teaching on women’s history in junior high school history are important issues that urgently need to be addressed.Firstly,the text analysis method is used to analyze and integrate the content of women’s history in the departmental edition of junior high school history textbooks and the evaluation system for the middle school entrance examination.The analysis of the textbook includes a total of 6 textbooks from the first volume of seventh grade to the second volume of ninth grade.According to the various columns written in the textbook,the main text,illustrations,and other auxiliary sections of women’s history are analyzed.It has been found that the current departmental edition of junior high school history textbooks covers a wide range of women’s history content,but there are problems with relatively scattered content arrangement and one-sided description and evaluation of women’s history.On this basis,in terms of women’s experience and experience activities,the content of women’s history in textbooks is classified according to women’s political history,women’s economic history,women’s cultural history,and women’s social history,and the classification results are compared through quantitative statistics.The same method was used to analyze the content of women’s history in the 12 year high school entrance examination papers of Shanxi from 2011 to2022.It was found that in the past 12 years of the high school entrance examination papers,9 of them had content related to women’s history,indicating that women’s history has been involved for many years in the evaluation system of the high school entrance examination.Quantitative analysis of the content of women’s history in the high school entrance examination papers was conducted using the same dimensions,presenting the same results as the analysis of textbook data.Secondly,using the interview method,an investigation was conducted on the current situation of special topic teaching on historical women’s history in junior high schools in Yungang District,Datong City.It was found that there is a lack of deep understanding among teachers in junior high school history teaching;Lack of practical teaching activities;Analyzed the reasons for the heavy daily teaching tasks and other issues.In response to these issues,it is proposed to enhance teachers’ teaching literacy in women’s history topics;Actively exploring specialized teaching resources for women’s history;Based on the new curriculum standards,develop core competencies and introduce gender perspectives to optimize the teaching of special topics on history and women’s history in junior high school.Under the guidance of the new curriculum standards,based on the content of women’s history in textbooks,combined with the relevant theories and requirements of thematic teaching design,the main content is the relatively rich "political activities of women" in the departmental version of junior high school history textbooks,and the thematic teaching design of women’s history is carried out.Finally,through the investigation and analysis of textbooks,the evaluation system of the middle school entrance examination,and the current situation of special teaching on women’s history in junior high school,the design of special teaching on women’s history was completed under the guidance of the "History Curriculum Standards for Compulsory Education(2022 Edition)".While enriching the content of junior high school history teaching,it also fills the gender gap in junior high school history teaching,promotes the development of gender equality in society,and preliminarily cultivates students’ perspectives on history from multiple perspectives,comprehensively,and systematically,deepening their understanding and understanding of history.