Research On The Effective Course Completion In High School History Classroom Teaching From The Perspective Of Core Literacy

The class summary is an indispensable part of a complete classroom teaching.Although people talk about "a good start is half the battle",they often say "emphasis is on closing." With the continuous deepening of the reform of the national history curriculum,new standards and textbooks for the history curriculum of ordinary high schools have also been used.Cultivating the five core literacy of students' history disciplines has become the teaching goal of high school history.Adhering to the socialist education requirements of developing students' morality and character has become the criterion for the struggle of history educators.The compilation of the new textbook not only highlights the core literacy of the history discipline,but also pays attention to the function of " governance,reference,training,and knowing the circumstances of the country's fate " in history.Under this dual change,how high school history teachers can adapt to and complete the basic teaching links,especially the last link-the class summary,in order to obtain the best results of classroom teaching,and to allow students to develop in the direction of "historical talent" should be worthwhile attention.In order to comprehensively and objectively understand the current status and existing problems of the effective conclusion of high school history classrooms using the Outline of Chinese and Foreign History,we conducted a questionnaire survey and interviews with users of the new textbooks-students and teachers of the high school.Through the collation and analysis of the survey data,we find that the problems that are common in the history classroom teaching are as follows: teachers and students have insufficient understanding of effective course completion,and sometimes there are no formalities at the end of the course;student participation is not High,subject status is concealed;students are unaware of core literacy,and have no clear learning direction,and effective conclusion of classes is not in place.In response to the above problems,based on the requirements of the new high school history curriculum standards for history classroom teaching and the academic status of the first year of high school,we have tried to put forward specific strategies that can be effectively implemented in the high school history classroom.As the implementer of classroom teaching,teachers should take a correct attitude and pay attention to closing classes;use your own professional knowledge to pre-set various situations that may be encountered before class completion,fully prepare the lesson;respect the student's dominant position in the class,master the classroom rhythm,and combine the end class with the core qualities of the history discipline and implement it;After class,carefully listen to students' feedback on the end of the class,actively reflect,and constantly improve the strategy of the class according to the academic situation.Finally,combining the characteristics of the compiling style of Outline of Chinese and Foreign History and the core literacy of historical disciplines with the end of the class,the teaching practice and feasibility of the proposed strategy were expanded through operable cases,and the effect of the implementation was analyzed.