Research On Reverse Instructional Design Of Junior High School History From The Perspective Of Cultivating Core Literacy

The History Curriculum Standards for Compulsory Education(2022 edition)requires core literacy as the guide,optimizing the curriculum content structure and achieving consistency in teaching-learning-assessment through the design of big themes and concepts;meanwhile,with the implementation of the "double reduction" policy,teachers need to change the traditional classroom and innovate teaching methods to reduce quality and increase burden,so that students can learn more effectively.Reverse teaching design is a novel teaching mode,which advocates unit-based,student-centered teaching,and teaching according to the steps of teaching objectives-teaching evaluation-teaching process.It is not only consistent with the concept of teaching-learning-assessment consistency,but also a kind of teaching design that pursues understanding,which can truly bring students’ subjectivity into play,promote the core literacy of the history curriculum,while also laying a solid foundation for our knowledge of history at the high school level.In this paper,firstly,we explore the status quo of reverse teaching design and historical core literacy in our country by means of document study,and elaborates the relevant concepts and theoretical bases of reverse teaching design,and on this basis,designs a core literacy-oriented secondary history reverse instructional design idea,and puts forward specific application ideas;then applies the strategy to practice,using the case study method,and selects two classes of students The students in the experimental class were given self-administered questionnaires on the current status of core literacy in history curriculum before and after the practice,and the data of the experimental class and the control class were compared before and after the practice to analyze the development of students’ core literacy in history by the reverse teaching design.Through the teaching practice,it was resulted that judge side by side with the traditional teaching design,the reverse teaching design is more conducive to improving students’ core literacy level in history curriculum and has the following four advantages:(1)Motivating students’ enthusiasm for history and cultivate their interest in history;(2)Promoting the holistic mastery of knowledge and forming a networked knowledge system;(3)Cultivating core literacy in history and promoting students’ overall development;(4)Improving teachers’ Evaluation literacy and clearer classroom planning.The concept of reverse teaching design is novel and rich,and its practice is a long and complicated process.Restricted by unavoidable factors and the author’s talents,the practice and conclusions of this thesis on reverse teaching design still have shortcomings and need further investigation and improvement.