Research On The Teaching Of High School History Details Based On Core Literacy

The General High School History Curriculum Standard(2017 Edition,2020 Revision)has important guiding significance for the reform and development of high school history teaching.After the implementation of the new curriculum standard,cultivating and improving students’ core literacy has become the main task of current history teaching.How to cultivate students’ core literacy in classroom teaching has become a common concern of front-line teachers.The theoretical research and practical exploration of the cultivation of disciplinary literacy have been carried out in the academic circles.However,it is not easy to implement core literacy into teachers’ "teaching" and students’ "learning",and should be reflected in all aspects of teaching behavior.As a key part of classroom teaching,historical details can make the teaching content more specific,rich and substantial,make the classroom more flexible and full,and create a teaching climax,thereby enhancing the taste of the history classroom.Historical details focus on vivid historical facts,which are vivid supplements to historical events and phenomena,and are an important factor reflecting the characteristics of historical development.Historical details can create cognitive suspense for the classroom,render historical situations,focus on historical features,experience historical wisdom,show the inner emotions of characters,and deepen historical themes.In the history teaching of senior high school,the proper and effective use of historical details to supplement can make the classroom more exciting,can significantly improve the effectiveness of the classroom,and is also conducive to the cultivation of students’ core literacy of history.On the basis of consulting relevant literature,the article sorts out the research status of the application of historical details to high school history teaching.Firstly,define the concepts of "subject core literacy","historical details" and "historical details teaching",and analyze the necessity of implementing historical details teaching in high school.Secondly,through the questionnaire survey,interviews and classroom case analysis of some senior high school teachers and students in Zhangjiakou urban area,to understand the current situation of historical detail teaching in ordinary high school in Zhangjiakou urban area and the problems existing in the application of historical detail teaching.Through the survey,it is found that in the high school history classroom,the mastery of students’ knowledge is still the primary concern of teachers;there are teachers who do not fully understand the value of historical details,and the selection of detailed resources is not accurate.It is difficult to maintain the relationship between teaching topics and historical details teaching balance,etc.Finally,on this basis,the existing problems will be investigated and corresponding solutions will be proposed.First of all,analyze the curriculum standards,and clarify the ideas according to the curriculum standards;study the textbooks to clarify the learning situation;break through the key points and difficulties.Secondly,teachers should continuously improve their professional quality,dig out the teaching resources of historical details,and create a teaching situation of historical details in a timely manner.Thirdly,in teaching practice,teachers select historical details to supplement teaching content around teaching goals;integrate historical details with teaching content as the center;and use teaching methods as a way to stimulate students’ enthusiasm for learning.Combined with teaching practice,the article selects teaching cases for analysis in each part of the argument,especially taking May Fourth Movement and the Birth of the Chinese Communist Party in Outline of Chinese and Foreign History(Part 1)as an example,pointing out that the use of historical details in teaching design should be carried out.Follow the principles of authenticity,moderation and pertinence,and avoid putting the cart before the horse.It is hoped that these explorations can provide some reference and reference for front-line history teachers.