Research On The Cultivation Strategies Of Spatio-temporal Concepts For History Teaching Of Senior High School

The core literacy is the training goal of history subject education,and it is also an important part of the transition from knowledge-based education to literacy-based education under the new curriculum reform.As one of the five core qualities of history subject,the spatio-temporal concept is the consciousness and thinking for observing and analyzing things in a specific spatio-temporal connection.Therefore,how teachers cultivate students' spatio-temporal concept in actual teaching is particularly important.This thesis is mainly composed of six parts.The content of the first part is the introduction.It mainly elaborates the basis and significance of the topic selection,as well as the literature review and the goals and research methods of this thesis.It focuses on the importance of spatio-temporal concept in senior high school history learning,the basis of this article,and the research results on how to cultivate the spatio-temporal concept in history teaching at home and abroad.The second part is on concept definition.Based on the research results of previous scholars,the three concepts of historical time,historical space,and space-time concepts are clearly defined theoretically.The third part is on the division of the literacy level of spatio-temporal concept.We mainly elaborate the division method of four levels of the spatio-temporal concept,and discuss how to meet the specific requirements of each level in combination with teaching cases.In the fourth part,we explore the strategy of cultivating the spatio-temporal concept in senior high school history teaching.It is mainly divided into two parts: one is how to implement the spatio-temporal concept in teaching design;the other is how to cultivate the spatio-temporal concept in classroom teaching.The content of the fifth part is on the teaching design,which is based on the cultivation of the spatio-temporal concept,and take the course of "Evolution of Political System from Han Dynasty to Yuan Dynasty" published by the from People's Education Press as an example.It is mainly divided into 6 parts: First,designing the core literacy goals of this course.We focus on the four literacy levels of the "spatio-temporal concept" to design teaching goals that students of different levels should achieve.Second,introducing new courses in the form of a time axis,we link with the content of this lesson and construct the connection between the new and the old knowledge while reviewing the evolution and development of the political system before the Han Dynasty.Third,illustrating the history and build a time and space framework to understand the development of centralization from the Han Dynasty to the Yuan Dynasty.Fourth,selecting historical materials and conducting historical interpretation to understand the evolution of the monarchy in spatio-temporal concept;Fifth,learning independently and making a historical chronology to deepen the understanding of the changes in the ancient Chinese official selection and use system in spatio-temporal concept.The sixth is classroom summary and blackboard writing,as well as homework.We choose an appropriate time and space scale to explore the connection between history and reality from the evolution of local systems and central systems from the Han Dynasty to Yuan Dynasty;the seventh is the teaching evaluation under the level of spatio-temporal concepts.The sixth part is the summary of the full text research content and the conclusion.