Research On Teaching Big Concepts Of History In Junior High School Based On The New Curriculum Standards

The 2022 edition of the compulsory history curriculum standards,for the first time in the compulsory history curriculum stage,provides guidelines for teaching big concepts.Therefore,in the stage of junior high school history teaching,how teachers should refine history big concepts,how to rely on history big concepts for teaching design,and how to start junior high school history big concepts teaching is a topic worth studying.Firstly,I clarify the basic meaning of big concepts and big concepts of history subjects,and construct the theoretical basis of teaching big concepts from pedagogy and educational psychology,then expound the necessity and feasibility of carrying out big concept teaching in junior high school history class,demonstrate that carrying out big concept teaching in junior high school history is in line with the characteristics of junior high school history curriculum and the cognitive development level of junior high school students,and is conducive to cultivating students’ core quality and improving teachers’ teaching and research ability.Secondly,I analyze the current situation of teaching history using big concepts in junior high school and the problems in it,and explore the causes of the problems from both students’ and teachers’ perspectives by combining the relevant information from questionnaire surveys and interviews.Thirdly,relying on theoretical guidance,I propose a method to refine the big concepts of junior high school history,and reconstruct the teaching contents based on the big concepts of history,and then explore and sort out the specific strategies for teaching the big concepts of junior high school history from three aspects:context creation,problem orientation,and inquiry activities,and combine them with evaluation to sublimate the big concepts of junior high school history subjects.Finally,based on the above strategies,I will refine the big concept of Lesson 19 “Interaction,Exchange and Blending of Nationalities” in the first book of Grade 7 and the big concept of Units 1 and 2“Diversity and Commonality of Early Human Civilizations” in the first book of Grade 9,and carry out teaching design,combined with teaching evaluation and feedback,to provide case reference for junior high school history teaching and enhance the practicality,guidance and reference of junior high school history big concept teaching.In the context of the new junior high school history curriculum standards,this paper discusses the organic integration of big concept teaching and junior high school history teaching,optimizes the integration of curriculum contents,effectively promotes the implementation of big concept teaching in junior high school history,helps students better sort out the structure of historical knowledge,cultivates students’ core literacy,and promotes the implementation of the goal of establishing moral education.