"Chinese And Foreign History Outline" (Part2) Unit 3 "Towards A Whole World" New Learning Requirements And Responses

With the deepening of the curriculum reform,Chinese students have proposed core literacy development and core literacy divided by academic sections and disciplines.The core literacy of the subject is the inheritance and transcendence of the "three-dimensional goal".Correspondingly,the new curriculum standards and new textbooks will inevitably change.A careful study of these new changes and an in-depth understanding of the information contained in these changes are conducive to the implementation of the core literacy of history in classroom teaching.The third unit of "The Outline of Chinese and Foreign History and History"(Part 2)"Towards a Whole World" corresponds to the curriculum standard "The Establishment of Global Connections".As an important part of the students' understanding of world history from decentralization to the overall historical process,there have been some changes from curriculum standards to teaching materials,from basic content to main points of view.On the one hand,these changes are reflected in the stronger explanatory power of the new formulation of the main points.On the other hand,it is reflected in a broader field of vision and richer content that provides space for classroom teaching to create more complex learning situations,and as a result,new requirements for classroom teaching are put forward.This article believes that using the historical comparison method as a starting point,it guides students to clarify the many historical phenomena of the world from decentralization to the whole in historical comparison,and analyzes the deep-seated factors of how the world moves from decentralization to the whole in synchronic comparison.In line with historical materialism,it is conducive to a deep understanding of the historical process of the world from decentralization to integration,so that students can obtain a comprehensive experience and cultivation of the core literacy of history discipline in the process of knowledge learning.The full text is divided into five parts: The first part collects and sorts out the academic research results related to "towards a holistic world",and provides historical support for understanding the new textbook curriculum standards;the second part compares the learning regulations of the new and old curriculum standards for related content At the same time,select the old textbooks published by the People's Education as the comparative sample,compare the basic content and main viewpoints of the new and old textbooks,and summarize the changes in the content,main viewpoints and learning requirements of the unit "Towards a holistic world" : focus on changes Pay attention to commonalities when continuing and emphasizing differences;embodying connectivity when emphasizing integration.The third part explains the enlightenment of the changes and characteristics of "towards a holistic world" to teaching;the fourth part proposes the teaching ideas to deal with the new changes in the unit's curriculum standards and textbooks;the fifth part is the unit teaching design based on the teaching ideas.