Research On The Design Strategy Of Cross Disciplinary Theme Learning Activities In Middle School History Teaching

Under the background of the new curriculum reform and "double reduction",the history "History Curriculum Standard for Compulsory Education(2022 Edition)" has set up a new "interdisciplinary subject learning" section.The interdisciplinary teaching is the realization path to implement the spirit of quality education and the new curriculum reform,and to meet the needs of cultivating innovative and comprehensive talents in the new era.Cross-disciplinary teaching breaks through the boundaries of traditional disciplines,promotes the exchange and integration of disciplines,and changes the goal of training talents from a single and professional type to a comprehensive and versatile type.With the continuous progress and development of science and technology,the talent training mode will even turn to the training of multi-specialized and versatile talents.Through interdisciplinary teaching,teachers and students form a mutual learning body with mutual learning and mutual interaction to jointly promote the improvement of comprehensive ability and skill level and better adapt to the talent training needs of the social era.The interdisciplinary theme learning in the history curriculum refers to the learning activities that students use multidisciplinary knowledge and skills to comprehensively recognize and solve problems from multiple perspectives around an interdisciplinary theme based on the content of the history curriculum.It can play the role of collaborative education of school curriculum,cultivate students’ comprehensive cognitive and problem-solving abilities,and enable students to form cooperative and exploratory learning methods.At present,there are still many primary and secondary school teachers in China who have insufficient understanding of interdisciplinary learning and are difficult to carry out effective practice.At present,the interdisciplinary teaching of history is a relatively weak link in basic education,with few theoretical research achievements,and has greater research space and value.This article combines existing theories and research to further explore the application of interdisciplinary thematic learning in history classrooms.The article is mainly divided into an introduction and four main chapters.The introduction part proposes the basis and significance of the topic selection based on the research of existing literature.It also describes the current situation and comments of research at home and abroad,as well as the research methods used in this paper.The first part of the text mainly introduces the content logic of interdisciplinary thematic learning,conducts a knowledge point matching analysis combined with the unified edition of junior high school history textbooks,and discusses the relationship between history and other disciplines.The second part of the text mainly discusses the challenges of interdisciplinary thematic learning.The author uses interviews and surveys to obtain the corresponding survey results,and analyzes the results.The author discusses the reasons for the difficulties faced in conducting interdisciplinary teaching.The third part of the text is the main body of this paper,which mainly discusses the implementation path of interdisciplinary thematic learning in the history classroom of junior high school.Starting from the design logic of interdisciplinary thematic learning activities,the author proposes the implementation path of interdisciplinary thematic learning activities that "strengthen awareness-refine themes-construct knowledge maps-build ’scaffolding’-evaluate feedback.".The fourth part of the text takes "Social Change and Human Destiny" as an example to show examples of interdisciplinary thematic learning activities.It provides a specific introduction to interdisciplinary thematic learning activities in history courses from five aspects: theme explanation,activity objectives,examples of interdisciplinary thematic learning knowledge maps,activity processes and methods,and activity extension.