Research On The Design Of Interdisciplinary Themed Learning In High School History

The 2022 Compulsory Education Curriculum Standards propose an interdisciplinary thematic learning activity that guides students to develop integrated practical activities around a theme that integrates the history curriculum with other disciplines in an in-depth inquiry and problem-solving process.This activity programme also meets the requirements of the senior secondary curriculum standards and can be used in senior secondary schools as well.This article takes the theme of’Population Migration and Cultural Identity’ as an example,and examines how interdisciplinary thematic learning can be used in high school history teaching.The first is the introduction to the paper.The background and significance of the study are explained,followed by a review of relevant research findings on interdisciplinary theme learning at home and abroad,the research ideas and methods,the innovations and shortcomings of the paper,and finally the core concepts of interdisciplinary theme learning in high school history are defined.There are four major chapters in the thesis.In the first part,the author analyzes the subject matter of Population Migration and Cultural Identity in detail.The second chapter,the design principles of the theme of "Population Migration as a Driver of Cultural Identity" are presented.The design principles of this paper are a refinement and expansion of the principles of interdisciplinary thematic learning proposed in the compulsory education curriculum standards,and are discussed from five perspectives.Chapter III discusses the implementation strategies and teaching methods of "Population Migration and Cultural Identity" from five aspects: the identification of the subject and the conformity of the content,the design of the teaching goal,the design of the teaching activities,the design of the curriculum and the collection of materials,the setting of the teaching environment and the teaching task.Finally,Chapter 4 deals with specific teaching designs and reflections on teaching evaluation.