| The new curriculum standards for senior high school history discipline were officially implemented in 2017,which clearly regard historical materialism,space-time concept,historical interpretation,empirical historical materials and feelings of family and country as the key competences of the history discipline.Therefore,the cultivation of discipline core quality has become a core issue in high school history education.As an indispensable part of the whole teaching process,class summary is worth every teacher's consideration,and researches on how to make full use of this help cultivate students' discipline core literacy.Based on the previous research,this paper defines the concept of class summary,classifies the class summary from different angles,and concludes that the history class summary has the characteristics of discipline,generality,simplicity,and diversity.By means of questionnaire survey and interview,this paper analyzes the problems existing in the class summary of high school history from three aspects: design,implementation and reflection after the end of class.Then it combs out the traditional teaching experience,class type and teaching materials,the teacher's work burden and the limitation of class time are the reasons that affect the development of class summary.Based on the specific teaching cases,this paper explores ways of class summary to cultivate the core quality of the subject.While ways of class summary for new lecture contain the induction and generalization method,the emotional sublimation method,the suspense paving method,the historical comparison method,the historical evaluation method,and the student exploration method,ways of class summary for the recitation class include induction and generalization method,practice method and so on.Finally,it is concluded that careful design before class,timely adjustment during class,and teaching reflection after class will make a good class summary to help cultivate discipline core literacy. |
PDF Full Text Request