An Empirical Study On The Compilation Of History Chronology In High School History Teaching

History is a discipline that narrates and interprets the history of human history and its laws under the guidance of a certain historical perspective.The history curriculum of middle school carries the educational function of history.The historical discipline in the context of the new curriculum reform has increasingly become a subject that focuses on cultivating ability rather than merely examining knowledge.Cultivating and enhancing students' core literacy as the current teaching goal guides teachers to use various teaching methods to achieve.The self-developed historical chronology of students under the guidance of teachers is a manifestation of cultivating their abilities and enhancing their core literacy,especially the concept of time and space and the empirical literacy of historical materials.Students use the form of self-developed historical chronology for historical study,not only the requirements of metacognitive learning strategies,humanistic teaching theories and the new curriculum standards of high school history,but also the disadvantages of the emphasis on knowledge and lightness in teaching and the college entrance examination in recent years.The requirements for the change of test questions are inseparable.In order to comprehensively and objectively understand the current situation of the high school students' self-developed and used historical chronology and the problems existing in it,and to enable the combination of theory and practice,the high school students and front-line teachers have been investigated and interviewed through teaching practice.jobs.According to the survey,in the history teaching of high school,there is a general problem that teachers and students do not know enough about the historical chronology,do not pay attention to the independent compilation of the historical chronology,and the rigidity of the teaching model inhibits the enthusiasm of students.In order to highlight the scientificity and effectiveness of chronology teaching,high school students' self-developed historical chronology can effectively help them improve the core literacy of history disciplines,and put forward specific strategies and suggestions in the form of chronology preparation and principles of preparation.There are various choices in the form of preparation,such as the chronology in the form of timeline,the chronology of historical events,the chronology of comparative comparison,the chronology of the thematic form,and the chronology of the comprehensive form;in terms of the principles of preparation,The principle of concise,intuitive,focused,and abilities is instructed to guide students in the preparation of the chronology.In addition,combining the characteristics of historical subject teaching and the concept of quality education,the design principles of the teaching casesapplicable to the current historical chronology are elaborated,including the political,economic and cultural connotations contained in historical events;It has a guiding role in students' world outlook and moral quality;cultivates and enhances students' ability to analyze problems and solve problems;enhance students' national pride,self-confidence and patriotism.On this basis,the teaching design method of historical chronology is further discussed.The evaluation methods of introducing the classroom teaching link,comparing with the extracurricular history education,comprehensively applying various teaching methods and establishing teaching effects are discussed.Finally,it sorts out,analyzes and summarizes the implementation of the teaching cases compiled by the historical chronology,with a view to providing some reference and improvement suggestions for the innovative exploration of historical teaching work.