Research On Historical Map Teaching In Junior High School Under The Background Of New Curriculum Standard

In order to implement the spirit of the 2018 National Education Conference,the 2022 version of compulsory education history curriculum standards has been implemented.The compulsory education history course is a course for students to understand the development process of Chinese and foreign history,inherit human civilization and improve their humanistic quality under the guidance of Marxist historical materialism.It has ideological,humanistic,comprehensive and basic characteristics,and plays an important role in learning from the past and the present,recognizing historical laws,cultivating national feelings and broadening international horizons.In the 2022 edition of compulsory education curriculum standard,the revision group refined five aspects of historical materialism,concept of time and space,historical evidence,historical interpretation,and feelings of home and country as core qualities,as the value goals of compulsory education history curriculum.Among them,the concept of time and space is the embodiment of the nature of history discipline,and is the basic condition for other accomplishment.The concept of time and space is the consciousness and way of thinking to observe and analyze things in a specific time and space connection.In the history textbooks of junior high school compiled by the ministry,the historical map is the most direct reflection of the "space concept" in the core quality of the concept of time and space.As the most intuitive teaching materials,how to make full use of historical map in teaching to meet the requirements of core literacy is a major test for the history teachers of first-line junior middle schools,and also a measurement standard for the cultivation of students’ historical literacy.This paper takes the teachers and students of Lutai No.1 Middle School,Ninghe District,Tianjin as the survey objects,conducts an in-depth study on the historical map in the history textbook of the junior high school compiled by the ministry.Based on the previous studies,relying on the author’s teaching practice,and using the research methods of literature research,questionnaire survey,case analysis,etc.,this paper makes an objective and detailed discussion on the teaching of historical map in junior high school under the background of the new curriculum standard.It provides theoretical basis for the construction of characteristic disciplines of history in Lutai No.1 Middle School.The text consists of four parts except the introduction.The first part introduces the meaning,classification and characteristics of the historical map,analyzes the relationship between the historical map and the new curriculum standard,and clarifies the requirements of the new curriculum standard for the teaching of historical map.The second part is the investigation and result analysis of historical map teaching under the new curriculum standard.Targeted design of the new curriculum standard and junior high school historical map teaching questionnaire,by means of questionnaire survey of 356 junior high school students in Lutai No.1 Middle School,Ninghe District,Tianjin and 20first-line junior high school history teachers in Ninghe District,Tianjin.The author obtained a relatively objective historical map teaching status through data statistics,which provided data support for the author’s later research.Based on the actual data,the author analyzes the concept,level and development potential of teachers and students in the teaching of historical map,so as to provide a scientific and feasible basis for the middle school of Lutai No.1 Middle School to formulate the teaching strategy of historical map in accordance with the new curriculum standard.The third and fourth parts are based on the analysis of the survey results and the teaching case of Qin Unified China in the seventh edition of the Ministry of Education.In the teaching practice,the author constantly optimizes the teaching design based on the historical map,reflects on the advantages of teaching practice and improves the disadvantages,making it the basis for the later exploration of teaching strategies to effectively implement the core literacy of history discipline.In the setting of teaching strategy,the author has carried on a rigorous thinking,from the depth of historical map research attention to excavate the hidden information,put an end to the superficial cognition;Integrating the research breadth of historical map can make it integrate more textbook information and help expand the breadth of students’ thinking.Through the cognitive feedback of students at different levels on the historical map,the thinking quality of students is improved in the collision of thinking.In the course of interdisciplinary integrated learning,the comprehensive and humanistic characteristics of history subject can be brought into full play.Attach importance to the special training of historical map to achieve the effect of promoting teaching through practice.The above five perspectives comprehensively and systematically make use of the role of historical map in junior middle school history teaching,constantly expand the vision of teachers’ teaching design and improve their teaching ability.According to the requirements of the curriculum standard,teachers should analyze the learning situation,combine the teaching content to develop the teaching objectives with students as the main body and the core quality of history as the leading.In the teaching process,teachers should give full play to the role of historical maps,constantly improve the depth of knowledge and the design of students’ activities in theory and practice,improve the quality of classroom teaching,and cultivate students’ advanced historical thinking.