A Study On The Pre-assignments Design Of Senior High School History Under The Guidance Of Core Literacy

The new curriculum reform advocates the independent,cooperative and exploratory learning style,highlighting the main position of students,and developing students’ lifelong learning and development ability as the starting point and ending point.Pre-assignments are based on the educational concept of "learning first,teaching later",which is an important way for students to achieve independent learning,and an important guarantee for students’ cooperation and investigation in class,which plays a crucial role in the new curriculum reform.As people pay more attention to historical core literacy,the issue of how to infiltrate and implement core competencies in operations has also attracted much attention.Therefore,the article focuses on core literacy in history and explores effective strategies for developing students’ core literacy in the design of senior high school pre-assignments based on theories such as student-based education and constructivism.Pre-assignments are an important way to embody the concept of student-based education,which has certain differences and connections with the traditional pre-study and guided study plans in terms of concept and form.Senior high school history pre-assignments are pre-course guided learning or guided thinking assignments with clear objectives designed by teachers according to the characteristics of the subject of history,based on the curriculum and the learning situation,which are pre-determined,hierarchical,inquisitive and thoughtful.It has an important value and role in optimizing history classroom teaching,implementing the core literacy of history subjects,and improving teachers’ professionalism,etc.The emphasis on homework design in the new curriculum reform,the broad space provided by the expansion of knowledge of new history textbooks,and the independent learning ability possessed by senior high school students provide feasibility for the design of pre-assignments.In order to gain a deeper understanding of the current situation of designing and using pre-assignments in senior high school history teaching,the article takes Zhoukou City,Henan Province,as an example.Through interviews and questionnaire surveys with some high school history teachers and students,we find that the influence of traditional homework concepts,weak awareness of homework design and insufficient theoretical guidance lead to the problems of a single form of pre-assignments design,insufficient awareness of core literacy penetration and insufficient connection with history classroom teaching.Based on this,focusing on the core literacy of senior high school history subjects,it is proposed that the design of pre-assignments should follow the principles of effective combination of education and interest,reasonable combination of diversity and hierarchy,and organic unity of openness and comprehensiveness,and proposes the basic process of homework design in four aspects: formulation of homework objectives,collection of homework materials,integration of homework contents and validity testing of homework.The design strategy of senior high school history pre-assignments were put forward by establishing a new view of assignments,enriching the types of assignments,attaching importance to the guidance of learning methods and focusing on diversified evaluation,and some case designs of pre-assignments were tried to combine historical core literacy,in order to provide reference for the design of pre-assignments in senior high school history teaching under the new curriculum reform.