| With the advancement of the new curriculum reform,a new paradigm level change quietly,and the great impact of the change is making new conceptual vocabulary appear frequently,such as "discipline core literacy","project learning","deep learning","concept" position "," problem "situation","cooperative learning","big concept",etc.,when these words at sight,teachers need to through more time and practice to try the words in history teaching.In recent years,the "big concept" the new teaching vocabulary gradually appeared in the public view,"big concept" under the horizon of teaching attempt is not emerge,however,for "what is a" big concept"," how to use big concept "," under the big concept of history teaching will have what effect ",to solve these problems also need to make more practice.It is clear that if the "big concept" teaching is carried out under the guidance of the core literacy of history,it is of great significance to the cultivation of students’ literacy ability,the improvement of knowledge reserve and the formation of key abilities and essential characters.This paper will describe the "application research of problem design in high school history classroom",By analyzing the application and basic characteristics of the problem design in the high school history classroom,At the same time,its subjectivity,teaching students in accordance with their aptitude,three questions integrated,mastery and consolidation of the principles of interpretation,To understand its teaching value and practice the path,Combined with the specific example of —— outline textbook "Liao Xia Jin Yuan rule" analysis,Explain the "problem design under the large concept perspective" from many aspects,The "big concept" is integrated into the practical teaching by means of problem design and situation creation.With students as the main body,under the big concept perspective,we will try to implement the core literacy goal in the way of problem design. |
