The Application Of Core Concepts In The Teaching Design Of High School History Units

The core concept of history refers to the deep and transferable concept abstracted on the basis of historical facts.It occupies the central and dominant position in the knowledge system and concept system of history subject,and reflects the most essential attributes and characteristics of historical facts.History unit instructional design refers to the instructional design based on a certain theme or a certain goal.Its basic unit is the unit rather than the class hour,and the teaching effect can be maximized by reintegrating relevant target knowledge.The combination of core concepts and history unit teaching design makes it easier for teachers to grasp teaching objectives and students to better understand the unit core.Chinese and Foreign History Outline,the unified edition of high school history textbook,presents historical knowledge in the form of "general history + special topics",which involves numerous knowledge contents and concepts.The History Curriculum Standards for Senior High Schools(2017 edition,2020 revision)emphasize that students can drive the exploration and deepening of the whole learning topic through the understanding of the core concepts.In the actual high school history teaching,teachers still have problems in understanding and teaching the core concepts of history,such as shallow understanding,fragmented processing,and not proficient in the application of unit teaching design.Therefore,in practical teaching,we should attach importance to the role of the core concept of history in the construction of textbook knowledge system,and carry out unit teaching around the core concept to implement the core quality of history discipline.Based on the analysis of the reasons for the topic selection and the research status,the introduction proposes that the high school history unit teaching should deepen the understanding and application of the "core concept".The definition of related concepts mainly involves the definition of the core concept of history and the teaching design of high school history units,as well as the relationship between them,and discusses the necessity of the core concept in the design of high school history units.From the main part of the paper,this paper takes the unified edition of high school history textbook "Chinese and Foreign History Outline" as an example to explore the application of core concepts in the design of high school history unit.First of all,this paper introduces the classification of core concepts in the teaching design of senior high school history unit,focusing on the "Outline of Chinese and Foreign History" as an example to discuss its classification basis and specific classification situation.Secondly,it introduces the principles and approaches of applying core concepts in unit instructional design of Chinese and Foreign History Outline,which follows the principles of integrity,migration and openness.In unit instructional design,it is necessary to refine the core concepts of unit themes,integrate unit activities with core concepts as content clue,and pay attention to the transfer of core concepts.Finally,taking Unit 6 "World Colonial System,National Independence Movements in Asia,Africa and Latin America" in Outline of Chinese and Foreign History(Part 2)as an example,this paper introduces the approaches of unit teaching design with core concepts as the main concepts.Secondly,on this basis,the core concept of class hour is refined,and the sub-concept is determined according to the core concept of class hour.Third,the construction of teaching content based on the concept of subhead;Fourth,design teaching evaluation based on unit core concept.The application of core concepts in the teaching design of high school history units is conducive to the further improvement of students’ key abilities and higher order thinking,which is helpful to improve the overall quality of high school history teaching.