Analysis Of High School History Situational Teaching From The Perspective Of Core Literacy

Under the call of the era of rapid development,education puts the curriculum in the perspective of the core quality of students' essential character and key ability in the face of complex situations,and deepens its essence of serving people's development.Focusing on history teaching,its real educational value lies in the field of social practice activities about real people,which contains the wisdom of training students to adapt to social life,restoring historical situation,taking root in the complexity,objectivity and practicality of social and historical activities,combining with the background experience of high school students,mobilizing students' senses,acting on students' cognitive activities and giving full play to The real educational value of history education.This paper tries to use the situational teaching method to explore the value of high school history education for human development,mainly focusing on the following contents: The first part mainly introduces the reason of topic selection,research review,what's unique is and research methods of this paper.The second part defines the related concepts of core literacy and situational teaching,in the analysis of situational teaching,it highlights the integrity of situational teaching and the emotional experience and thinking mode behind the knowledge,this paper discusses the practice of situational teaching of history in Senior High School under the guidance of quality education,constructivism theory,generative teaching theory and situational cognitive theory.The third part takes the content characteristics,mode characteristics and purpose characteristics of high school history education from the perspective of core literacy as the breakthrough point and discusses the significance of the combination of history class and situational teaching method for students' history learning,ability and quality development.It also explores the unique role of situational teaching method in improving students' core quality of history.The fourth part,on the basis of ensuring the preparation of high school history education for students' future development,it analyzes the development principles and strategic guidance of situational teaching method,and points out the direction for the development of high school history situational teaching.The fifth part puts forward the way of classroom practic eunder the guidance of principles and strategies,emphasize that around the characteristics of students' physical and mental development,relying on narrative expression to show the historical concreteness,help students grasp the historical context in the whole,improve their quality in the vivid historical facts,analyzes the practical operation of situational teaching of history in senior high school.Meanwhile,it explores the teaching language,historical materials,film and television materials and History textbook drama in high school history classroom as the effective use of situation construction form in the process of situational teaching.The sixth part carries out the teaching design and analysis according to the previous discussion,guides the practice with theory,reflects through practice,and tries to optimize the effect of situational teaching in high school history classroom.