Interdisciplinary Teaching Design Of Cultural History In High School

In 2014,China started the ninth round of curriculum reform.In 2017,the "General High School History Curriculum Standards(2017 Edition)" was issued.In2018,Chongqing and other eight provinces took the lead in adopting the "3+1+2" new college entrance examination model.published by People's Education in 2019,the agency issued the unified edition of the new high school history textbooks.Six provinces including Beijing took the lead in using them.The new curriculum standards,new college entrance examinations,and new textbooks are planned to be popularized nationwide by 2022.Under the comprehensive launch of the new curriculum reform,the new curriculum standard puts forward the requirement that the history curriculum design should pay attention to the connection with other subjects and play an overall role with the related curriculum,which fully reflects the call of history education in the new era for the application of interdisciplinary teaching.As a first-line history teacher in Guizhou high school,the author is committed to the cross-disciplinary teaching design research of high school cultural history.In addition,I take the selective compulsory course ? "Cultural Communication and Dissemination" of the unified edition of the high school history textbooks as an example.The purpose is to perfect the gaps in the academic research on the selective compulsory part of the unified edition of history,and to explore how to use interdisciplinary teaching methods to effectively improve the quality of cultural history teaching in the new era,and to cultivate student's self-confidence in national culture.I hope to bring up young students with broad international vision and humanistic feelings in the new era.The author is committed to presenting history-centered interdisciplinary teaching design ideas,example cases,and practical reflections that combine politics,Chinese,biology and chemistry through investigation methods,experimental methods,observation methods,and document research methods.Besides forming a teaching design that can be used for reference by other front-line history teachers,I want to achieve the purpose of assisting the use of the unified edition of optional history compulsory three,and deepen the practical work of interdisciplinary teaching in the basic education stage.