| Under the background of education reform in the new era,all subjects attach importance to improving students’ thinking ability and comprehensive literacy.At present,history teaching aims to cultivate students’ core literacy,problems,innovation-oriented,effective history teaching can not be separated from effective problems,layer by layer of problem chain can not only activate the historical facts and phenomena behind the history of history textbooks,but also open up the thinking space,through the problem to inspire students,cultivate the current students lack of "problem awareness",in the process of exploration,problem solving process to improve the comprehensive ability,the formation of history learning thinking quality.This is in line with the problem-based teaching model(PBL),PBL is not a traditional teaching model,it is a problem-oriented teaching,mainly around the student activities to organize,teachers through the mining of valuable and inquiry significance of the problem,the creation of historical situations,so that students in close to the real historical situation to face the problem,pry students’ thinking,in the process of analysis and problem solving to better understand the problem,and guide students to combine historical materials and the use of various teaching resources,group discussions to communicate and learn from each other In the process of cultivating students’ awareness of problems,they can cultivate core literacy.At the same time,in the process of student learning,teachers also play an important role,teachers should monitor and evaluate students’ learning process and results flexibly,and give timely guidance to students.Teachers have gradually changed from communicators of knowledge to helpers of teaching,and students have changed from passive learners to explorers of knowledge.PBL teaching makes the learning process move from closed to open,processes the teaching goals,and organically unifies the curriculum standards and content with students’ cognitive ability and life experience,which helps students to deeply understand history and comprehensively improve their comprehensive literacy.Taking the PBL teaching model as the starting point and the cultivation of historical core literacy as the foothold,this paper explores the core literacy strategies of cultivating students using the PBL teaching model in high school history classrooms.The whole text is mainly divided into six parts: the first part is an introduction,which mainly expounds the research background and research significance of this paper,sorts out the research reviews,research methods,contents and innovations at home and abroad,and clarifies the basic direction of research.The second part is to query the relevant information on the basis of understanding the existing literature and better understand the connotation and theoretical basis of the PBL teaching model through the comparison of the three sets of models.The third part summarizes the advantages and problems of the PBL teaching model through the investigation of the current situation of PBL teaching in high school history,the results of questionnaire surveys and interview records of analyst students.The fourth part mainly explores the strategies for the development of students’ core literacy in the use of the PBL teaching model in high school history classrooms from the aspects of goals,principles,paths,methods and evaluations.On the basis of the questions and strategies raised,the fifth part applies the PBL teaching model to the teaching of high school history courses,taking the lesson 13 of the Chinese and foreign history outline(Part I)compiled by the History Department of high schools as an example,"From the Establishment of the Ming Dynasty to the Entry of the Qing Army",and specifically expounds the implementation process of the PBL teaching model.Finally,we will reflect and make relevant suggestions to promote the continuous improvement of history PBL teaching. |
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