Research On The Unit Teaching Of History In High School

Under the "four new" background of new curriculum standard,new curriculum,new textbooks and new college entrance examination,high school history unit teaching with its systematic,integrated,structural,advanced characteristics and advantages,it effectively responds to the internal requirements of the new curriculum standard,helps to practice the concept of "teaching and learning with textbooks" of the new curriculum,breaks through the dilemma of "more content but less class time" of the new textbook,and conforms to the orientation of "comprehensive evaluation and people-oriented" of the new college entrance examination.At present,although unit teaching of history in high school has made some achievements,there are still some problems and difficulties in theory and practice.Based on this,this paper,starting from the two main subjects of teachers and students,carries out a survey on the status quo of unit teaching of history in high school by means of student questionnaire and teacher interview.The survey found that the implementation of unit teaching of history in high school has a good prerequisite,as far as students are concerned,most of the high school history learning methods and habits are matched with unit teaching.As far as teachers are concerned,they basically recognize the role of unit teaching in cultivating the core quality of history subject,and have the idea of making lesson preparation from unit.On the whole,unit teaching of history in high school has made a preliminary achievement.However,due to a variety of subjective and objective reasons,there are still a variety of problems and deficiencies in unit teaching of history in high school.For example,teachers’ ability to control the teaching materials is uneven,as a result,the integrated classes are separated from the units,the unit teaching objectives design lacks relevance and hierarchy,the unit teaching objectives are separated from unit evaluation,the students are not strong learning autonomy,teachers have difficulty formulating unit topics,the unit teaching form is too simple,and so on.In view of the above problems and deficiencies,this paper puts forward corresponding implementation strategies of unit teaching of history in high school.First of all,the unit teaching of history in high school should understand the requirements of curriculum standards,find the direction of unit teaching,so as to ensure that the teaching direction is impartial.Secondly,the unit learning plan should help students to enhance their autonomy,thus realizing the effective integration of resources and guaranteeing the in-depth classroom teaching.Thirdly,unit theme is the soul of unit teaching.Teachers can excavate leading unit theme through various ways and formulate big tasks to drive unit teaching.Finally,to solve the problem that the form of unit teaching is too simple and the class is boring,teachers can use thematic micro-lessons to enrich the means of unit teaching and improve students’ interest in learning history.Combining theory with practice,this paper takes “medical treatment and public health”,unit 6 of high school history Selective Compulsory Course 2 as an example to carry out unit teaching design.Through integration and reorganization,the teaching design has drawn up the theme of “Traditional ‘health’ and modernization of medical treatment and health”,and this unit is divided into two periods.The learning tasks of this unit are closely related to the requirements of the curriculum standards,in line with the learning situation and the needs of classroom teaching,in order to provide ideas and references for the teaching of this unit.