A Study On The Teaching Strategies Of High School History Under The Concept Of Core Literacy Of History Subject

In 2017,the core literacy of history was written into the curriculum standards,and in the context of establishing moral education,the cultivation of students’ core literacy in subject teaching has become a hot topic.In the context of Hunan’s new college entrance examination,the guidance role of core literacy in history is becoming more and more prominent,so it is necessary to summarise and analyse the questions of the college entrance examination since the new college entrance examination.Against this background,the author takes the concept of core literacy in history as a guide and the effect of implementing core literacy in history in high school history teaching as an entry point,and conducts a statistical analysis of the history questions from the Hunan college entrance examinations in 2021 and 2022.There are five chapters in this paper,consisting of several parts: the preface,the body(the three main parts),and the concluding remarks.Chapter 1 introduces the background and significance of the topic and the current state of research,and analyses the concepts and content of core literacy and teaching strategies in history,laying a theoretical and practical foundation for the content to follow.Chapter 2 takes the author’s school as an example and uses questionnaires and interviews to understand the extent to which teachers and students have mastered the core literacy of history in the context of the new college entrance examination,as well as the shortcomings of high school teaching on the cultivation of core literacy in history,so as to continue to optimise and improve it.In Chapter 3,by analysing the history papers of the Hunan College Entrance Examination in 2021 and 2022 and classifying the questions question by question according to the five core literacies,statistics and analysis of the examination of each literacy in the history questions of the Hunan College Entrance Examination will enable students to recognise the importance of the core literacies of the subject of history in the College Entrance Examination and the need to draw students’ attention to them.Based on the first three chapters,Chapter 4 explores and analyses the countermeasures for the development of students’ core literacy in history in the context of Hunan’s new college entrance examination,i.e.it discusses strategies to enhance students’ core literacy in history from the perspective of the college entrance examination questions.This chapter explores four aspects,starting with classroom teaching,followed by strengthening students’ subjectivity,and again focusing on social life as a way to enhance students’ core literacy in history;finally,improving the assessment system for history learning and combining theory with practice so that the core literacy in history is truly put into practice.Chapter 5,which is also the concluding section of the text,systematically discusses the ’gains’ of this paper: using the real history part of the Hunan paper in 2021 and 2022 as an example,it puts forward four parts of targeted suggestions for teaching history in high school,with a view to playing a role in the cultivation and implementation of core literacy in history in high school history teaching to a certain extent.The author’s writing is a bit deficient because of his limited talents and abilities.