Research On The Teaching Design Of High School History Large Units Under The Guidance Of Core Literacy

The newly revised general high school history curriculum standards take core literacy as the basic concept and explain the new requirements for the goal of high school history education.At the same time,the adjustment of curriculum structure and the implementation of unified compilation of high school history textbooks have put forward higher requirements for high school history teachers to prepare and teach lessons,while the traditional single-lesson teaching mode will lead to the separation of knowledge to a certain extent,and it is not conducive to giving play to students’ subjective consciousness and promoting the cultivation of students’ five core qualities,so it cannot effectively cope with many changes and challenges since the new round of basic education curriculum reform.The teaching design of large units of history under the guidance of core literacy is not only conducive to the subject structure,but also covers the relevant concepts that affect students’ lifelong development,which provides a new possibility for history teaching,helps to create a practical classroom that emphasizes thinking and experience,and realizes the transformation of the teaching process from teaching to learning.In order to further clarify the specific strategies of teaching design of high school history large units under the guidance of core literacy,implement the fundamental task of cultivating virtue and cultivating people in the history discipline,and also provide reference for the transformation of history classroom teaching,the author carried out in-depth exploration.This study mainly uses literature research,questionnaire survey,teacher interview and classroom practice and other research methods,and analyzes and summarizes the current application status,existing problems and potential reasons behind the problems of large-unit instructional design on the basis of clarifying the application value and feasibility of large-unit instructional design.Accordingly,the implementation strategy and optimization path of the teaching design of the large unit of high school history under the guidance of core literacy are proposed,and the teaching design and teaching practice are organized in order to provide reference and reference for the practical application of the teaching of the large unit of high school history.It is found that based on the knowledge system of history discipline and the requirements of course standards,following scientific logical strategies and standardized methods and steps is conducive to implementing the application of large-unit teaching design of history discipline,enriching the current classroom teaching practice,and promoting the achievement of teaching goals.At the same time,it is also conducive to improving the quality of classroom teaching,providing more thinking for the cultivation of students’ core literacy,and realizing the organic transformation of high school history classrooms.