The Research On The Teaching Design Of The Historical Situation In Senior High School

In the "ordinary high school history curriculum standard"(2017 version,revised in 2020),the core quality of history discipline is condensed,and the cultivation of students' essential character and key ability is emphasized.At present,many classroom teaching research experts and teachers propose to achieve the core literacy goal through history situational teaching.By creating situations in history teaching,students are guided to feel the real history in situations,and their literacy level is improved by solving the materials and problems in situations,Therefore,historical situational teaching method is a teaching method that can not be ignored to cultivate students' core quality of history.By investigating the current situation of historical situational teaching in front-line teaching,we find that there are some problems in the implementation of historical situational teaching,such as teachers' inadequate understanding of historical situational teaching,the tendency of history teaching still adhering to knowledge imparting,and students' improper enthusiasm and attitude in history learning.From the perspective of history teaching,according to the theoretical basis of historical situation teaching design,this paper puts forward the application principles of historical situation teaching design,and points out four design strategies of historical situation.This paper is divided into five parts,the first part is the introduction,which mainly introduces the reason of topic selection,research significance,research methods,literature review,article innovation and shortcomings.The second part is the theoretical overview of historical situational teaching design.This paper mainly studies on the basis of constructivism,humanism and system design theory,and introduces the four situations in this paper.The third part is to investigate the current situation of situational teaching in the front-line history teaching,and analyze the problems existing in the current historical situational teaching according to the survey results.The fourth part is the historical situation teaching design strategy analysis,mainly from the learning situation,the life situation,the social situation,the academic situation four aspects discusses the historical situation teaching design strategy.The fifth part is to take the unified edition of "from partial Anti Japanese War to comprehensive anti Japanese War" as an example for teaching design,and carry out targeted teaching reflection,in order to promote the use and research of historical situational teaching in teaching practice.