| Big concepts can highlight core concepts and provide in-depth analysis of the essence of things.The grand concept of history discipline can highlight the essence of history discipline,fully excavate the social development law and essence hidden behind the fragmentation historical knowledge points and link them into a knowledge framework structure with logical context.The teaching of subject concepts is of great significance for the current high school history teaching.In the new unified textbooks,the history subject textbooks have new characteristics such as a large amount of content,a wide range of knowledge,and a large number of nouns involved.The teaching of big concepts,which can outline and grasp the main line,is one of the important teaching methods that adapt to the characteristics of unified textbooks and the new curriculum reform.In the "Curriculum Standards for History in Ordinary High Schools(Revised in 2020)",it is also explicitly proposed that when using new unified textbooks,attention should be paid to the overall concept of the subject,and themes should be used to guide teaching and promote the implementation of core competencies in the subject.The implementation of the major concept of history in history teaching is very important,and its implementation path is diverse.The prerequisite for the implementation of theory is theory.The first part of this study starts with theory and provides a theoretical overview of the major concepts of the discipline,clarifying the relationship between the teaching of historical major concepts and instructional design.The second part analyzes the practice of implementing the concept teaching in the history discipline from three aspects: curriculum standards,textbooks,and student development.With curriculum standards as the cornerstone,core competencies are implemented,and unified textbooks as the starting point,a conceptual system is constructed,with student classrooms as the reference and feedback on practical effects.The third part applies the concept teaching of the history discipline to the selective compulsory textbook 1,and conducts a macro level teaching strategy research from the perspective of textbook analysis,concept construction,and design ideas.In the fourth part,in actual teaching,the lesson "The Unification of National Governance in Chinese History" was selected as an example for the teaching of the big concept.With the big concept as the teaching guide,the specific teaching design of this lesson was carried out from the aspects of teaching analysis(including textbook analysis,learning situation analysis,teaching objectives,key and difficult points,teaching methods and preparations),design ideas,teaching processes,and other contents.The application of big concept teaching in practice is easily influenced by various factors.In order to better promote the practical implementation of big concept teaching,teachers should pay attention to extracting big concepts from the curriculum standards and based on the core competencies of the subject,and help students build a concept system through content such as big concepts,core concepts,and basic concepts;In the classroom,attention should be paid to students’ performance and classroom learning status.After class,the choice of practice questions should mainly focus on real questions from academic quality level tests,and summarize,reflect,and improve on the effectiveness of students’ homework.The research results have proven that the teaching of major concepts in the field of history is not only beneficial for cultivating students’ ability to see the essence through phenomena,promoting the construction of their historical system,and to some extent improving their exam taking ability.It is also beneficial for promoting the professional development of history teachers,improving the quality of history teaching,and addressing the difficulties in using selective compulsory textbooks in the new unified textbooks,providing new teaching ideas.In high school history teaching,the teaching of subject concepts has a long way to go.In particular,the practical application of subject concept teaching in selective compulsory textbooks still requires many frontline teachers to continuously explore and learn from each other,in order to ultimately achieve the implementation of concept teaching in selective compulsory textbooks and provide certain reference for the future teaching of selective compulsory textbooks in history subjects. |
