Research On The Design And Implementation Of High School History Unit Teaching

With the deepening of the reform of high school history curriculum,in order to better implement core competencies,cultivate students’ key abilities and essential qualities,teachers need to change their teaching concepts in a timely manner.At the same time,the unified compilation of textbooks also poses a challenge to frontline teachers,using a model of general history and thematic history,which combines the characteristics of large capacity,large units,and large concepts.The contradiction between large teaching capacity,dense knowledge points,and tight class hours is formed.To deeply understand the essence of curriculum reform and grasp the teaching focus.Teaching should closely revolve around a unit theme,propose hierarchical teaching objectives,form a complete construction of the knowledge system,and enable students to have a comprehensive understanding of the history discipline.This article mainly consists of four parts.Firstly,it analyzes the current research status of unit teaching design,starting from the essence of the concept,analyzes its theoretical basis and significant characteristics,and forms a complete overview.Secondly,it is necessary to deeply explore the role of unit teaching design in implementing curriculum standards,improving teachers’ professional quality,transforming teaching and student perspectives,and identifying current favorable teaching resources and environments for research and application,providing effective support for the specific implementation of frontline teachers.Once again,at the specific implementation level,the principles of integrity,effectiveness,subjectivity,and gradual progress have been determined first.Starting from the steps of analyzing curriculum standards,determining unit teaching themes,integrating unified textbooks,and evaluating teaching,a complete unit teaching design is formed.Finally,the author analyzes the fourth unit of the unified textbook "Outline of Chinese and Foreign History(Part 1)" from the perspectives of curriculum standards,textbook units,and student situations,and designs teaching from four parts: unit teaching objectives,key and difficult points,teaching process,and homework after class.In summary,this article takes unit teaching design as the research topic for systematic research,which is targeted and in line with the current state of cutting-edge teaching.Based on one’s own teaching practice,a specific and feasible implementation path for unit teaching design has been proposed,with strong operability.This study ensures the integration of theory and practice,and has strong practical value.It is hoped that it can provide ideas for future researchers and continue to improve the theory of unit teaching design.Frontline history teachers are able to grasp the essence of curriculum standards and better control history textbooks,which is conducive to cultivating students’ core competencies.