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Second-round Review Of History College Entrance Examination Teaching Practice Research

Posted on:2024-05-03Degree:MasterType:Thesis
Country:ChinaCandidate:Y ZhangFull Text:PDF
GTID:2557307178460304Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
With the gradual promotion of the new college entrance examination and the new college entrance examination evaluation system,the state pays more and more attention to the cultivation of students’ core literacy.The cultivation of core literacy in history is one of the top priorities,and how to achieve the purpose of cultivating core literacy at different teaching stages is a question that every history teacher needs to think about.It is true that there are many research results focusing on core literacy,such as teaching practices for cultivating core literacy,what teaching methods to adopt in senior revision,and how to accomplish teaching goals in the context of the new college entrance examination.However,there is still a shortage of how to cultivate core literacy and provide corresponding teaching strategies in the second round of revision.Therefore,this paper seeks to find solutions to such problems in teaching after two rounds of senior three teaching practice.Based on the teaching practice in senior three,this paper explores practical teaching methods in the second round of review with the goal of developing core literacy.In general,it can be divided into two parts: the theoretical basis of history core literacy and secondround review,and the teaching practice of second-round review based on the time period of "Pre-Republican period",in which the theoretical basis includes the guiding role of history core literacy for second-round review,a brief description of the role of secondround review,and a brief description of the role of second-round review based on the development of core literacy.The first part is the process and method of determining the teaching objectives and teaching priorities through the analysis of the examination situation,learning situation and teaching materials.Secondly,the structure is sorted out and the key questions are deepened by using diagrams,historical materials,and high-stakes examination questions in the teaching design.Finally,we will improve the content of this lesson by reflecting on it through teaching feedback,and then provide teachers with suggestions and effective strategies for questioning and selecting historical materials,and provide teaching reference for front-line teaching by virtue of concrete teaching practice to prove the previous theory.Eventually,through the study,the key points necessary in the second-round review were summarized: first,in the process of teaching design,teachers must change their teaching philosophy and adapt to the requirements of the new era;second,based on the characteristics of the subject of history,the use of historical materials should be more careful,and the quantity,quality,and provenance used are important;finally,the students are the core of choosing suitable teaching methods,teaching according to their aptitude.The research on the second-round review and core literacy can also make up for the missing parts in the current history teaching research.The results of the test results and daily teaching feedback are good.It is important for history teachers to keep up-to-date with theories,to understand current affairs and politics,and to integrate them into their teaching.Therefore,the teaching suggestions in this paper can be used as a reference for history teachers,and to try new methods to adapt to the changing teaching requirements,which is the responsibility of history teachers in the new era.
Keywords/Search Tags:Core Literacy in History, Second-Round Review, Senior Teaching, Teaching Strategies
PDF Full Text Request
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