Design Of High School History Unit Homework Based On Core Literacy

With the continuous deepening of curriculum reform and the promulgation of the "History Curriculum Standards for Ordinary High Schools(Revised in 2017 and 2020)",the country’s requirements for talent cultivation are increasingly developing towards a scientific,modern,and professional direction.The curriculum standards clearly state the need to promote quality education with a focus on cultivating morality and talents,and put forward higher training requirements for high school students.This is reflected in the five core competencies of the history discipline,which summarize and sublimate the "dual foundation" and "three-dimensional" goals of the past.Clear requirements are made for students’ methods of learning history,historical abilities they should master,and emotional attitudes and values,Once core literacy was proposed,it sparked a research frenzy in the educational field.There have been numerous papers on how to implement core literacy in teaching,but there is relatively little research on how to implement core literacy in historical assignments.The curriculum perspective on homework holds that homework is a part of the curriculum,and homework and classroom teaching complement each other,playing a significant role in education and teaching.In addition,the new high school history textbook is written in the form of a Chinese and foreign outline,with an increase in the capacity of each lesson and a greater emphasis on the context and clues of historical development,which also puts new requirements on teacher teaching.In this context,unit teaching led by big concepts has gradually formed in exploration,and at the same time,how to design unit assignments has also attracted people’s attention.Therefore,combining the core competencies of the history discipline with high school history unit assignments can not only adapt to the new teaching methods of teachers,but also help to implement students’ core competencies and achieve the goal of cultivating comprehensive socialist successors in the country.The research on high school history unit assignments based on core competencies is not only theoretical research,but also research on solving practical problems.Therefore,investigating the current situation and problems in the assignment of high school history units and finding the right solution to the problem is a necessary step to make research more targeted and scientific.According to the survey,there are varying degrees of problems in multiple high schools,such as a single form of unit work,weak integration of core competencies in unit work,and low acceptance of unit work by students.To address these issues,teachers can innovate homework forms and design rich and diverse unit assignments based on the five core competencies to enhance students’ interest in historical assignments and increase their acceptance of unit assignments;Enhance the ability to design unit assignments by strengthening theoretical learning and enhancing one’s professional literacy;By optimizing the evaluation system for unit assignments,we aim to increase students’ sense of participation and enhance their historical thinking abilities.The above measures can effectively solve the problems in the current field of historical unit assignment design.In addition,corresponding design cases are supplemented in relevant discussions,which helps teachers gain inspiration in both theory and practice,with the aim of contributing to the teaching of history in secondary schools.