Research On The Integration Strategy Of The Unified Edition Of High School History Textbook

With the revision of senior high school history curriculum standards,the unified version of senior high school history textbooks has been used in some parts of the country,with Shandong as one of the first pilot areas.Under the background of the new curriculum reform,the unified edition of high school history textbooks has undergone significant changes,adopting the mode of "general history+ special topics",featuring strong timing,reasonable design of special topics and clear historical logic.However,the large volume and many conclusions of the textbook pose new challenges to teachers’ teaching and students’ learning and understanding.The promotion of teaching reform and the development of quality education are inseparable from the improvement of teaching practice.How to use new textbooks efficiently in limited class hours and at the same time meet the students’ acceptance level,it is necessary for teachers to carefully design and purposefully integrate the use of textbooks in teaching.The first part proposes the integration strategy of high school history teaching,expounds the meaning and standards of "integration",and explains the meaning of "big concept".The second part analyzes the implementation background of the integration strategy,and analyzes the theoretical basis of the integration strategy,the application requirements of the new unified textbooks and the challenges brought by it from the aspects of theoretical basis and practical basis.At the same time,it uses the methods of questionnaire survey and interview to analyze the current situation of teachers and students’ cognitive ability and acceptance of the integration strategy of the new unified textbooks.To find out the problems existing in the implementation of the current integration strategy,so as to better implement the strategy.Finally,the significance of the implementation of the integration strategy is briefly summarized,highlighting the necessity and feasibility of the implementation of the integration strategy.The third part,based on the particularity and challenges of the unified edition of history textbooks,distinguishes and summarizes the integration strategies at different levels,and analyzes the implementation principles of effective integration from multiple perspectives: the principle of curriculum standard as the basis,the principle of practice,the principle of integration,the principle of selectivity,the principle of student subject.Finally,it puts forward the implementation paradigm of "big concept" core integration strategy,and determines the implementation path of "big concept" : identify big concept--activate big concept--evaluate big concept.Finally,in Shou Guang No.1 Middle School to carry on the specific teaching practice,the effective integration strategy.Two teaching cases are used to highlight the use and reflection of integration strategies,focus on the series design of “major concept”,divide different task-driven teaching,combine the creation of situation and design of multi-level problem chain,step by step,and break through problems with students as the center.Combined with real cases to analyze and confirm.The cases are evaluated and tested by means of questionnaire survey and item evaluation,and problems existing in the implementation of effective integration strategy are found and summarized,so as to reflect and summarize and improve the effective integration strategy.