| At present,the high school history curriculum reform has achieved great achievements,which is highlighted in the use of the unified edition of high school history textbooks.The content of cultural exchange and communication occupies an important position in the 2 compulsory volumes and 3 optional compulsory volumes of the current unified edition textbooks,which breaks through the narrowness of the previous textbooks that emphasizes the history of Europe and the United States,and includes the cultural evolution and horizontal exchange of non-western regions such as Asia,America and Africa.The multi-channels of cultural exchange and dissemination are written in detail.Population migration,cross-cultural trade,species exchange,war and other topics are not discussed in the previous sets of textbooks.This set of textbooks expresses two core viewpoints: First,world cultural history is the material,spiritual,institutional and ecological achievements jointly created by all civilizations,nations and regions in the world,including China;Second,it is the internal and inter-subject cultural exchanges that promote the progress of human civilization.At the national level,the compilation of the content of cultural exchanges in the unified edition textbooks reflects the mutual learning and exchange of civilizations and the construction of a community with a shared future for mankind strongly advocated by China today.From the academic perspective,it reflects the application of global history,especially cross-cultural interaction,"Columbian exchange" and other research perspectives.There are three characteristics of this part: it highlights the concept of time and space,the dual main line teaching of Chinese civilization history and world civilization history,and highlights the global vision of China’s position.It is the new ideas,new curriculum standards and new textbooks that put forward new requirements for the ideological and political quality and academic quality of high school history teachers.In order to clarify the teaching status of the history of cultural exchange in the current new history textbooks for high school students,the author takes Middle School C of A County in Guizhou Province as the research object.After long-term follow-up investigation,it is found that teachers and students have some problems: the construction of the knowledge system of Eastern and Western history between teachers and students is not perfect,teachers are not sensitive enough to the academic frontier,and students are not enough to input and export knowledge of cultural exchange.From the three aspects of current politics,academic and teaching concept innovation,the author believes that there are four reasons for the above deficiencies: the past did not pay enough attention to the construction of Eastern and western historical knowledge system;The teacher’s time and academic sensitivity are relatively low;The main role of students is not fully brought into play in the classroom;Students’ foundation is weak and contact resources are limited.The author puts forward three teaching strategies to overcome the above deficiencies,improve the political and academic qualities of teachers,cultivate the five major historical discipline qualities of students,and expand the understanding of the feelings of home and country.The three teaching strategies are as follows: the teaching strategy of high school history and culture exchange,that is,the "activation" of academic achievements in high school history teaching;Focus on the combination of cross-cultural interaction and core literacy;Use case teaching method to give full play to students’ subjectivity.In order to apply these teaching strategies,the author takes the optional compulsory course 3 "Cultural Exchange and Communication" lesson 9 "Ancient commercial routes,trade and cultural Exchange" as an example to carry out the teaching design,hoping to be of some benefit to the history teaching practice of Guizhou high school. |
