Research On Teaching Design Of Junior High School History Unit

With the proposal of the 2022 History Curriculum Standards for Compulsory Education,large-unit teaching has become the guidance and direction for history teaching in secondary schools.Large-unit teaching can solve the problem of shallow and fragmented teaching in junior high school history classrooms,pointing to the needs of deep learning.Large-unit teaching is conducive to integrating the content of teaching materials,building a knowledge system,giving play to the role of history courses in cultivating morality and cultivating people,and cultivating students’ historical learning ability and core literacy.Large-unit teaching promotes the reform of the new curriculum and becomes an important starting point for deepening the reform of the history curriculum,so it is imperative to explore and research the teaching design of large units in the history teaching of junior high schools.Under the selection of new curriculum standards and new content of teaching materials,in order to deepen students’ understanding of the history of reform and opening up,the author takes the third unit of the eighth grade lower volume "The Road to Socialism with Chinese Characteristics" as an example,and tries to explore the ideas and steps of large-unit teaching design from the unit as a whole,and carry out large-unit teaching design by condensing the unit’s big concept,determining the unit theme,formulating unit learning tasks,designing teaching strategies and teaching evaluation.Through literature research,questionnaires,case analysis and other methods of investigation and research,on the basis of absorbing predecessors,the design and research of junior high school history large unit teaching is carried out,in order to provide specific reference for front-line teaching.The main body of this paper consists of four parts: Firstly,focusing on the teaching of junior high school history large units,expounds the concept analysis,theoretical basis,typical characteristics of large unit teaching and the significance of junior high school history large unit teaching.It aims to explain the connotation of large-unit teaching and deepen teachers’ knowledge and understanding of large-unit teaching.Then,a questionnaire is designed on the understanding of junior high school history teachers about large-unit teaching design,and questionnaire analysis is carried out to understand the understanding and confusion of teachers in real life about large-unit teaching,and suggestions and strategies are made to clarify the feasibility of large-unit teaching design.Secondly,focusing on the process and strategy of teaching design of junior high school history large unit,the basic path of the teaching content analysis system of junior high school history large unit is clarified,the strategy of overall teaching goal design of junior high school history large unit is proposed,the learning tasks of junior high school history large unit are designed,the homework design of junior high school history large unit is carried out and the method path of teaching evaluation and analysis system of junior high school history large unit is proposed.It aims to clarify the ideas and operation process of large-unit teaching design,in order to provide ideas and reference guidance for front-line teachers to carry out large-unit teaching design.Finally,by displaying the teaching design of the third unit "The Road to Socialism with Chinese Characteristics" and conducting case analysis,the theory and teaching practice are combined,and the methods and achievements penetrate to improve the practical application of the large-unit teaching design.