A Study On The Application Of "Knowledge Link" In History Teaching In Senior High Schools

Developing students' core literacy of history has become the basic principle of the new curriculum reform,and has been written into the new version of the high school history curriculum standards.At present,the research on core literacy of history discipline has made some achievements in connotation,composition and evaluation system construction.However,there is not much practice in using textbooks to improve core literacy.Before the new textbook edited by the Ministry has not been put into use,relying on the existing textbooks,excavating the value of the columns is an important way for us to implement the fundamental task of the new curriculum standard of "neutral morality" and "cultivating people".This research centers on the people's version of the compulsory high school history textbook,takes the use of the "knowledge link" column in the textbook supplementary system as a breakthrough point,uses the theory of multiple intelligences,post-modernism curriculum concept and cognitive assimilation theory to analyze the content and characteristics of the "knowledge link" column,and finds that the application of the "knowledge link" column is closely related to the development of students' core literacy.Through questionnaires and analysis,we find that although students have a strong interest in this column,their understanding of its functions is still relatively shallow,and their learning methods are relatively single.However,teachers have some problems in teaching,such as low frequency of using "knowledge links",inadequate depth of excavation,and single teaching methods.Through the use of systematic,situational and active teaching strategies,the author gradually establishes the internal relationship between "knowledge link" and students' existing knowledge,ability and accomplishment,realizes the systematization of knowledge,ability and accomplishment,and enables students to improve their accomplishment in vivid and specific situational learning by means of performance and discussion,and in the form of collecting historical materials and writing historical essays.Let students experience in activities and develop their accomplishments in active participation.This study holds that tapping the function of auxiliary text system in textbooks and using systematic,situational and active teaching strategies can further enrich the development of core discipline literacy and promote the development of high school history teaching to a high quality direction.