Research On The Application Of Large Unit Teaching Of High School History Under The Core Literacy

On the basis of foreign research,China has formulated and condensed core literacy according to its national conditions.With the promulgation of the General High School History Curriculum Standards(2017 Edition),China's curriculum reform with the fundamental task of cultivating people by virtue has further developed.Since then,the new edition of the textbook Outline of Chinese and Foreign History has been used.The unified edition of high school history textbooks contains more teaching content,but less class hours,which requires teachers to constantly explore more effective teaching mode.Large unit teaching pays attention to the integration of unit content,which is conducive to improving the efficiency of classroom teaching and enabling students to form a more complete understanding of knowledge.In this thesis,through literature survey,case analysis and other research methods,the application of high school history big unit teaching under the core literacy is discussed.Through handing out questionnaires and doing interviews with teachers,it is found that there are some problems in the use of large unit teaching of history,such as excessive attention to the knowledge of history,less practice in the new teaching,difficulty in preparing lessons,single teaching method,excessive concern about the evaluation of results,and insufficient preparation of the length of large unit teaching.This is not only related to the limitation of teaching progress and the pressure of college entrance examination,but also to the mismatch between teachers' overall grasp of textbooks,students' own literacy and the implementation requirements of large unit teaching.In view of the existing problems,the thesis combined constructivism theory,embodied cognition theory,Gestalt psychology and other theoretical basis,put forward the corresponding teaching strategies.Before class,we should make clear the theme of large unit teaching,determine the number of large unit teaching hours,design the teaching objectives of large units,and integrate the teaching content of large units;In the process of classroom teaching,we should create big situations,big tasks and big problems;In the after-school evaluation,we should formulate the process evaluation scale and pay attention to the requirements of academic quality level.Finally,taking the development process of the new democratic revolution as the theme and integrating the contents of the seventh and eighth units of Outline of Chinese and Foreign History(I),the thesis designs a large unit teaching case,and hopes to provide front-line teachers with references to carry out large unit teaching of history.