Research And Practice On The Strategy Of "Three-level Construction" Of High School History Teaching

On the basis of proposing and explaining the strategy of "three-level construction" of history classroom teaching content,this paper extensively collects and studies the teaching cases of the whole country,analyzes the gains and losses of the cultivation of the core literacy of history discipline in the current history teaching of middle school,and explores how to practice the core literacy of history discipline in the history teaching of middle school in combination with its own teaching practice.This paper mainly includes four parts:The first part is the introduction,which analyzes the situation of education reform at home and abroad,sums up the current development and research status of history core literacy teaching,puts forward the research ideas and methods of this paper,and points out that the value of this research lies in promoting the development of history teaching,responding to the widespread concern of the society and promoting the great rejuvenation of the Chinese nation.The second part is the theoretical research of "three-tier construction" strategy.First of all,it defines the strategy of "three-tier construction",and explains the different levels of "macro positioning","meso construction" and "micro dialysis".Secondly,it explains the relationship between different levels by combining the "three-level construction" strategy model diagram and some teaching segments,and expounds the theoretical basis of "three-level construction" strategy,including materialism,system theory,cybernetics and cognitive theory.The third part is the practice research of "three-tier construction" strategy.First of all,this paper analyzes the trial teaching situation of some new teaching materials in some provinces and cities,and summarizes that the core literacy is equal to the teaching goal,which enlarges the three-dimensional goal to the five-dimensional goal;lacks thequantitative analysis and use of the level of academic quality;there are many and miscellaneous historical materials,and there is no certain logical relationship between historical materials.Secondly,taking the demonstration course of "economy and society of Liao,song,Xia,Jin and Yuan" held by the academic annual meeting of History Teaching Professional Committee held in Chongqing as an example,this paper analyzes the structure of course design,the selection and use of historical materials,the whole teaching idea,the breakthrough of key and difficult points,and the teaching process of the whole course,and finds that although it is a successful demonstration course in general,it still exists The level gap between the first half class and the junior middle school class is not big;the overall teaching process is relatively traditional;the macro positioning is not high enough,which stays in the plane thinking and integration of the teaching material content;the degree of realization of the curriculum standard is insufficient,and the relationship between politics and economy is not close enough.Finally,this paper investigates the implementation of the core literacy of history teaching in middle school in the form of questionnaire,and takes the May 4th Movement and the birth of the Communist Party of China as a case study to explore how to practice the core literacy of history subject and promote the combination of theory and practice under the guidance of "three-tier construction" teaching strategy in practice.In the course design,the "macro positioning" is carried out based on the whole unit,the unit structure chart is designed,and the teaching idea of the whole unit and the course is thought out.In the teaching process,attention is paid to the use of multiple historical materials,time axis,historical map,etc.to help the overall development of students' core literacy.The fourth part summarizes the research process,and makes further thinking on the problems,mainly from the perspective of theory and classroom teaching practice and so on.In addition,the appendix part is attached with the questionnaire of this study.On the basis of qualitative and quantitative analysis,the research results with universality and reference value are abstracted,striving to open a window and a way to solve the current confusion of the majority of middle school history teachers in China,and also to establish a broad vision pattern of the world's Chinese students and the world's Chinese people,so as to promote the great rejuvenation of the Chinese nation We will make our due contribution.