Research On The Teaching Design Of High School History Large Units Under The Vision Threshold Of Core Literacy

The newly revised History Curriculum Standard for Ordinary Senior High Schools in 2020(2017 Edition and 2020 Revision)further condensed the Core Literacy of history subject,it points out that cultivating students' historical Core Literacy is the concrete implementation of the Party's educational policy and the guarantee of students' lifelong learning,and emphasizes that the content of history curriculum should be situational and structured with the theme as the guide and the big concept of discipline as the core.Large unit teaching design is an important way to implement the concept of new curriculum reform,promote the development of history teaching in high schools and implement the Core Literacy of history subject.At present,there are teaching phenomena of Class Hour Doctrine and single article doctrine in history teaching in high school,with the implementation of the new teaching materials,teachers should solve the contradiction between the complicated teaching materials and the limited classroom time.However,the characteristics of history subject are compatible with the systematic,hierarchical and situational characteristics of Large Unit Teaching Design.Large Unit Teaching Design is an overall teaching design different from conventional content unit teaching in the past,which can give full play to the advantages of teaching design and optimize history teaching in high school.Nowadays,there are endless educational and teaching researches around the cultivation and implementation of the core literacy of history subject.However,under the vision threshold of Core Literacy of history subject,the research on implementing the Large Unit Teaching Design into high school history teaching needs further excavation.Based on system design theory,constructivism theory and Gestalt psychology learning theory,Large Unit Teaching Design has structural integrity,theme clarity,design hierarchy and situational authenticity.History Large Unit Teaching Design in high school is conducive to the implement of Core Literacy,the breakthrough of new teaching materials,the professional development of teachers and the exercise of students' thinking.At present,there are many problems in the teaching design of history large unit in high school,such as the refinement of the theme of large unit,the integration of the content of large unit,the neglect of the reverse design of teaching evaluation and the singleness of the teaching design of large unit.Therefore,this paper puts forward corresponding solutions to the problems and causes of Large Unit Teaching Design.History Large Unit Teaching Design in high school should follow the principle of consistency of teaching and evaluation,and create "student-centered" situation and task activities to optimize the learning process.The specific path includes: defining the teaching plan and determining the theme of large units;Construct knowledge framework,integrate content and determine class hours;Grasp the teaching direction and formulate the learning objectives of large units;Consistency of teaching and evaluation,setting large unit evaluation tasks;Docking Core Literacy and optimizing the learning process of large units.This paper selects the fifth unit of Outline of Chinese and Foreign History(I),"Internal and External Troubles and Saving the Nation in Late Qing Dynasty",refines the theme of "Great Changes in Late Qing Dynasty and Exploration of the Road to Saving the Nation",and carries out the practice of Large Unit Teaching Design from the perspective of Core Literacy of history subject,in order to provide reference for front-line teachers to carry out Large Unit Teaching Design of high school history.