Research On The Teaching Design Of Junior High School History Units Aimed At Core Literac

The development of the times puts forward higher standards for education and higher requirements for talents.In 2022,the Ministry of Education promulgated the " Compulsory Education History Curriculum Standards(2022 Edition)" to introduce the historical core literacy that students should cultivate in the compulsory education stage.The introduction of core literacy means that the traditional knowledge-based teaching gradually introduces the historical stage and replaces it with the core literacy-based teaching,which also requires the reform and innovation of the teaching mode.The big unit teaching is different from the previous fragmented knowledge teaching.It has the characteristics of systematisms,comprehensiveness and integrity.It is more in line with the requirements of the history curriculum and becomes a key path to implement literacy-based teaching.In order to enrich the teaching mode to promote the development of history teaching and promote the implementation of historical core literacy,the author chooses the following four parts to study the topic of " Research on the teaching design of junior middle school history unit pointing to core literacy " :The first part is the introduction,which mainly explains the research background,research significance,research ideas,research methods and the related research on the core literacy of junior high school history and the teaching of historical units.The second part is an overview of core literacy and large unit teaching.Firstly,it defines the core concepts of unit,large unit,large unit teaching and the historical core literacy.Secondly,it explains the theoretical basis of this study-system theory and constructivist learning theory.At the same time,it expounds the six characteristics of large unit teaching design and comprehensively analyzes the necessity of implementing core literacy in large unit teaching.The third part is the current situation and teaching design strategy of junior high school history big unit teaching.In the form of questionnaire survey,it understands the current situation of junior high school history big unit teaching implementation and makes a reasonable attribution analysis of the existing problems,and then puts forward suggestions for improvement,and then discusses the junior high school history big unit teaching design strategy pointing to core literacy from three aspects: design basis,principle and process.The fourth part is based on the first unit of the eighth grade of junior high school history ’China began to become a semi-colonial and semi-feudal society ’ as an example to design a specific junior high school history unit teaching case for teachers to refer to.