Research On The Professional Development Of High School History Teachers Based On Core Literacies

As China’s curriculum reform enters a new phase,the national requirements for the training of high school students are once again updated: from the three-dimensional objectives to the core literacy of the subject.The five core literacies of materialistic view of history,spatial and temporal concepts,historical evidence,historical interpretation and family sentiment are proposed in the subject of history,which is not only a higher standard put forward by the times for the cultivation of talents,but also a test of the professional competence and professionalism of high school history teachers.Therefore,through questionnaires and interviews,this paper identifies that the current professional development of high school history teachers is characterised by a lack of action on the part of history teachers,a lack of cooperation and communication among history teachers,a single approach to teacher training,and a slight struggle in the implementation of teachers’ understanding of the subject’s core literacies.To address these problems,this paper focuses on three aspects of teacher self-improvement,teacher support and school training to provide practical strategies for teacher professional development.In terms of teachers’ self-improvement,the paper considers the possibilities for teachers’ professional development from the perspectives of teaching and research,especially in the light of the emergence of a new curriculum objective such as subject core literacy,which provides space for history teachers’ research and teaching.In terms of teacher support,the author has updated and adapted the traditional’teacher-apprentice support’ to a certain extent,and has also proposed new principles and methods for teacher mutual evaluation and group seminars.In terms of school training,the author focuses on enriching the way teachers are trained,as their learning styles largely influence their teaching styles,and teachers can only teach in a more diverse way if they learn in a diverse way;secondly,the school system guarantees in-service training for teachers.It is expected that the above three related strategies will broaden the professional development pathways of high school history teachers and enrich the professional development responses of high school history teachers.