Research On The Design Model Of Junior High School History Interdisciplinary Theme Learning From The Perspective Of Core Literacy

The introduction of Compulsory Education History Curriculum Standards(2022Edition)has officially incorporated interdisciplinary subject learning,a comprehensive practice activity that has never been large-scale rolled out in the field of middle school history teaching,into the curriculum content.Its practice and promotion in front-line teaching can not be stopped,and will become an important way to cultivate students’ comprehensive ability and advanced thinking.The multiple intersections between the core literacy of the subject,the basic literacy of students’ development and the knowledge ability of various disciplines determine that the activity design approach oriented at the cultivation of literacy will become an important path for the integration and construction of interdisciplinary,so that the interdisciplinary topic learning is not simply a patchwork,but a carrier to effectively cultivate students’ comprehensive literacy into the new curriculum system under the guidance of the new curriculum standards.This paper is divided into three parts: introduction,text and conclusion.Based on the above reasons,combined with the analysis of the existing research results,this study anchors the strong starting point of core literacy cultivation,and attempts to provide a new spring for the interdisciplinary theme learning design field that few people have set foot in by constructing the model of activity instructional design.The main body of the thesis consists of four chapters.Firstly,from the theoretical dimension from macro to micro,the connotation,principles and basic types of interdisciplinary topic learning are sorted out and elaborated.Then focusing on the subject of history,the author expounds the unique advantages of history in interdisciplinary teaching from the perspective of subject characteristics.In the second chapter,combined with a small range of empirical investigation and a large number of design texts and summary text collection and analysis,centered on the current implementation status of junior high school history interdisciplinary theme learning and many difficulties to discuss,from the top to the bottom of the practice breakthrough strategy,also demonstrates the necessity of the implementation of history interdisciplinary theme learning.The third chapter is the focus of this paper.Based on the above theoretical and empirical analysis,the author takes the core literacy of history discipline and the development of students’ core literacy as the starting point and the final objective of multiple evaluation.Combined with the visual flow chart,the author tries to construct a new model composed of five elements,three steps and four basic processes.A transferable,adjustable and bidirectionally generated interdisciplinary topic learning design model.The model divides the whole interdisciplinary topic learning into three steps: design,implementation and comprehensive evaluation,including five elements: real situation,challenging task,flexible environment,continuous inquiry process and core literacy.In the steps of design and evaluation,four specific processes can be planned,namely,activity theme determination,activity goal formulation,activity task design and achievement evaluation oriented to literacy.Finally,in order to prove the feasibility of this model,the local resources of Xuhui District of Shanghai are selected in Chapter 4,and the interdisciplinary subject case of junior high school history is designed with the theme of "Red Classics around me" in the curriculum standard,so as to further demonstrate the application process and methods of this research model with actual cases.In this way,the design model has fully demonstrated its advantages in constructing learning objectives based on core literacy,promoting integration based on content selection of "main subject + auxiliary subject",guiding advanced learning practice with organizational center,and constructing multi-agent and multi-method system evaluation scheme.Similarly,in view of the imperfections of case design,this paper also puts forward suggestions from three aspects: design starting point,design technology and design guarantee,in order to provide reference for first-line schools and teachers to independently design interdisciplinary theme learning.