Research On The Strategies For Cultivating The Concept Of Time And Space In High School History Teaching

Time and space are the basic elements that make up history,and temporality is the essence and natural characteristic of the subject.Therefore,the concept of space and time is listed as one of the core qualities of the history subject by the high school history curriculum standards,and has become the teaching objective of high school history,which plays a guiding role in teaching practice.The ancient Chinese economy,however,is messy and abstract in content,making it difficult for students to grasp its development,which poses a challenge to history teaching.Therefore,it is of great research value and relevance to study how to implement the cultivation of students’ temporal and spatial concepts in teaching ancient Chinese economy.The thesis firstly compares the content of ancient Chinese economy in the textbook and finds that ancient Chinese economy developed in historical space and has a strong chronology,which makes it feasible to implement temporal cultivation in the teaching of ancient Chinese economy.Secondly,in order to comprehensively and objectively understand the contemporary situation and problems of the cultivation of spatio-temporal concepts in the teaching of ancient Chinese economy,representative surveys and interviews were conducted with students and frontline teachers of the internship schools respectively.The results of the questionnaires and interviews were collected and analysed,and it was found that the spatio-temporal concept literacy of students in the teaching of ancient Chinese economy at present is generally poor.Finally,in order to solve the above problems and strengthen the cultivation of spatio-temporal concepts in teaching ancient Chinese economy,the thesis discusses in detail the strategies for cultivating spatio-temporal concepts from two perspectives: the basic tools approach and the integration of core literacies,and illustrates them with concrete teaching cases.It is expected to provide suggestions on how to implement the cultivation of students’ spatio-temporal concepts in the teaching of ancient Chinese economic history.