Teaching Research On The Unit Introduction Of The Outline Of Chinese And Foreign History In Senior High School

With the introduction of the new high school curriculum standards,it is emphasized that the positioning of teaching design should be based on unit teaching.At the same time,the current high school curriculum plan clearly proposes that teaching should be centered around the concept of the subject,in order to promote the structuring of curriculum content.In this teaching environment,"unit teaching" has become a research hotspot in order to change the drawbacks of fragmentation teaching of subject knowledge and highlight the integrity of knowledge learning.In 2017,the Ministry of Education organized the compilation of a unified high school history textbook.Based on the new characteristics of the Outline of Chinese and Foreign History,it is necessary for teachers to integrate its content more effectively.Therefore,"unit teaching" is becoming a new path in history teaching design.Unit introduction,as the material before the unit,is closely related to unit teaching.The introductory materials for the unit introduction of the "Outline of Chinese and Foreign History" have the characteristics of rigorous and complete structure,concise and concise expression,and orderly arrangement of graphics and text.They are not to be ignored as teaching materials.Their application facilitates teachers to integrate knowledge content,stimulate students’ interest in unit learning,and promote the effective implementation of unit teaching,enhancing the overall nature of history learning.Through a sampling survey of S Middle School and E Middle School in Yangzhong City,Jiangsu Province,it was found that in the teaching process of the "Outline of Chinese and Foreign History" in high schools,teachers and students have a certain degree of understanding and understanding of the connotation and role of unit introductions.However,in the actual teaching process,the teaching value of unit introductions has not yet been valued and fully explored.The main manifestations are as follows:First,students’ awareness of reading and using unit introductions is weak,and they lack the awareness of active learning;Secondly,students are mostly limited to quick browsing when reading the unit introduction;Thirdly,the teacher’s interpretation of the unit introduction is not thorough and fails to present the content of the unit introduction in a diverse manner;Fourthly,the design of the unit introduction page lacks innovation and diversity,resulting in low attention from teachers and students to the unit introduction.In response to the above issues,teachers should take the following measures:first,follow the principles of wholeness,inspiration,and diversity in the teaching process;Secondly,in the teaching process,in order to fully utilize the role of unit introductions,teachers should closely follow the unit introductions in teaching design.Firstly,teachers should refer to the unit introduction and establish the goals of unit teaching;Secondly,teachers should construct a unit knowledge system based on the unit introduction and present the knowledge structure in various forms;Thirdly,combined with the unit introduction,grasp the teaching ideas of the unit;Fourthly,around the unit introduction,set up unit learning evaluation,so that the unit introduction runs through each teaching process,in order to evaluate the overall results of unit teaching and correspond with the beginning and end of unit learning.In response to the above issues,teachers should take the following measures:first,follow the principles of wholeness,inspiration,and diversity in the teaching process,enhance the overall construction of historical knowledge,pursue the depth of learning thinking,and innovate and diversify the development of unit introductions.Secondly,in the teaching process,in order to fully utilize the role of unit introductions,teachers should closely follow the unit introductions in teaching design.Firstly,the unit introduction clearly proposes the objectives of unit learning,providing important reference for teachers when designing unit teaching objectives.Therefore,teachers should refer to the unit introduction and establish the objectives of unit teaching,;Secondly,teachers should construct a unit knowledge system based on the unit introduction,and present the diversity and vividness of the knowledge structure in various forms such as charts,in order to more intuitively display the unit knowledge system and highlight the three-dimensional sense of unit teaching;Thirdly,teachers should be able to accurately grasp the core concepts and themes of unit learning from the unit introduction,broaden teaching design ideas,and flexibly choose unit teaching ideas;Fourthly,around the unit introduction,set up unit learning evaluation,so that the unit introduction runs through each teaching process,in order to evaluate the overall results of unit teaching and correspond with the beginning and end of unit learning.