Research On High School History Teaching Design Based On Difference In Students’ Cognitive Level

Through a large number of historical teaching design texts,the thinking consensus reached by the designers in the teaching plan can be grasped,that is,teachers mainly focus on the cognitive needs of most students in the class to make overall and unified teaching decision-making.The overall design undoubtedly provides convenience for teaching implementation and is conducive to the orderly development of teaching plans;however,it suppresses the cognitive potential and possibility of students to a certain extent,and is not conducive to the maximum cognitive differentiation development of each student group.Differentiated teaching design can achieve the purpose of teaching students according to their aptitude to the greatest extent,and make up for the limitations of overall design.Because it is linked to differences in learning conditions,the difficulty of program design and teaching implementation is high,and it is abandoned in the corner of history teaching.This paper digs deep into the research results of differentiated teaching and instructional design,narrows the difference in situation,focuses on the difference in cognitive level,and then studies how to achieve differentiation and stratification in high school history teaching design,and finally promotes the implementation of differentiated teaching.This article is divided into five parts:The first part is the introduction,including the reason for choosing the topic,the research status at home and abroad,the significance and methods of the research,and the analysis of the educational philosophy,the current situation of instructional design,students’ cognitive development,educational equity,the gaps in domestic and foreign research,the theoretical significance of the subject and the The elaboration of practical significance is used as the basis for the argumentation of the fourth part,which paves the way for the research on the principles,strategies and methods of differentiated instructional design.The second part is related concept definition and theoretical basis.The related concepts of cognition and instructional design are defined,and related theoretical foundations are interpreted: Bloom’s taxonomy of cognitive goals,Constructivist learning theory,Vygotsky’s zone of proximal development theory,Learning-centered instructional design theory.The third part is the investigation and analysis of the high school history teaching design,including the investigation purpose,object and content,as well as the existing problems and attribution analysis.Track the differential design of hundreds of high school history teachers through questionnaires and dialogue interviews,understand the current situation of differential teaching design in history disciplines from a large number of survey data,and analyze the causes,so as to clarify the predicament and difficulty of differential design,recognize the disease and prescribe the right medicine for it.The fourth part is the focus of this study,including the principles,strategies and methods of instructional design based on differences in cognitive levels.Based on the law of teaching and the law of students’ cognitive development,it is proposed that teachers should pay attention to the subjectivity,differentiation and development of students when designing programs.The strategies of differentiated instructional design include five aspects.The first is to conduct cognitive diagnosis by means of observation,conversation,questionnaire,test,and dynamic and static combination before instructional design.The second is the hierarchical design of instructional goals.Based on the taxonomy of cognitive goals,and based on the requirements of high school academic quality level goals,the teaching goals are stratified and refined;the third is to arrange learning tasks at different levels.General tasks and optional tasks;the fourth is to deal with different levels of teaching content,which needs to expand the scope of the content,the order of planning the content and the difficulty of coordinating the content;the fifth is the academic evaluation of different levels,through a variety of evaluation methods,determine Differentiated evaluation content and methods,research and development of open and closed test content to form a differentiated evaluation plan;these five strategies run through each link of instructional design,and build an overall framework system for differentiated instructional design.The method of differentiated instructional design also includes five aspects.The first is the content reorganization method,which needs to delete and merge duplicate knowledge content,supplement new content,and innovate and defamiliarize known content.The second is cognitive domain stratification and the design method includes the whole and partial design of historical knowledge,the design of the logical relationship of historical skills,and the design of the historical cognition level target level;the third is the method of creating differences in historical situations,which mainly involves the design of different roles and the creation of simple and complex situations;the fourth is In the historical problem chain creation method,teachers need to analyze the different characteristics of historical problems and the cognitive requirements pointed to,present progressive historical problems,and develop open historical problems;the fifth is to use the complementary method of different resources to form cooperative learning and competition The design mode of learning;from the perspectives of the complexity of learning content,the multi-layered cognitive field,the diversity of historical situations,the logic of historical issues,the mutual benefit of different resources.It is in line with the characteristics of the history subject and is conducive to meeting the cognitive needs of the differentiated student groups,so as to achieve the teaching effect of gradual and multi-level development.The fifth part is the conclusion of this paper,which is a summary of the research results of this paper.It is hoped that this research topic and the analysis of strategies and methods can provide reference and reference for the differentiated teaching design of history teachers,and promote the implementation of differentiated teaching design.