From The "Double-base" To The "Three-dimensional Goal" To The "Core Literacy" Of History Teaching Research

Education is related to the future and development of a nation.Since the founding of the People's Republic of China,the CPC Central Committee has attached great importance to education and continuously promoted the reform of basic education.History education in senior high school has experienced profound changes.From "double-base" teaching to "three-dimensional goal" teaching,and then to "core accomplishment" teaching,it reflects the exploration of history teaching by educators and the new connotation of the mission of history education endowed by The Times.This paper consists of three parts: introduction,text and conclusion.The introduction explains the background and significance of the topic selection,the domestic research status,the research methods and ideas of the paper.The text is divided into three parts,which respectively introduce the changes of high school history curriculum standards,especially curriculum objectives,the characteristics of compiling high school history textbooks under different curriculum standards and textbooks,and the characteristics of high school history classroom teaching under different curriculum standards and textbooks.According to the author,the history syllabus before 2003 is the exploration stage of "double-base" teaching,focusing on students' basic knowledge and abilities is the main goal of the course.The history curriculum standard of high school from 2003 to 2017 is the implementation stage of "three-dimensional objective" teaching,which focuses on cultivating students' abilities.Since 2017,it is the prospect period of "core literacy".The current high school history teaching focuses on the cultivation of students' literacy and the lifelong development of students.Lesson in order to better implement the education of the requirements of the high school history textbooks also made a corresponding adjustment,high school history textbook is mainly experienced by the custom to the examination and approval system to the establishment,by the section to the cell-class model,from history to special history to the change of the general history and special history on this basis,the teaching contents constantly absorbing the academic research results follow the fashion updates,content is more and more in line with the students' cognitive structure.Changes in curriculum standards and textbooks have caused profound changes in classroom teaching,with students playing a dominant role and teachers gradually becoming organizers and coordinators.Teaching is less and less about the knowledge of basic knowledge and more about the cultivation of students' ability and accomplishment.The third part is the conclusion,which is the summary of the full text.The author hopes to provide three classroom teaching cases to better guide future teaching through the vertical sorting of curriculum standards and textbooks and the combination of his own teaching practice,and also hopes to provide some references for your colleagues who are fighting in the front line.