Volume 3,Issue 9
A Review of the Strategies for Establishing the Intention of Core Literacy-Oriented High School History Classroom Teaching
The establishment of teaching intention in high school history class is a core content of the national education system and an important form of the school education system. It is a strategic support point for the country’s moral education and talent cultivation, and one of the top-level designs of the Party and the government for deepening basic education reform. Optimizing the design of teaching intention in high school history class can effectively improve students’ historical cognition, enhance their sense of social responsibility and historical mission, and improve their historical thinking ability. It is of great significance for the sustainable development of students’ correct worldviews, values, and outlooks on life in the future and the improvement of their comprehensive qualities.
[1] Wang D, Zhao Y, 2013, The Intention and Sublimation of Lesson Presentation: From “Presenting the Textbook” to “Presenting the Teaching Intention”. History Teaching, 2013(3): 2.
[2] Dai J, 2014, Three Elements of a Good History Lesson: Story, Learning Method, and Soul: My View on the Standards of a Good History Lesson. History Teaching, 2014(21): 47–65.
[3] He C, Dai N, Shen W, 2015, Historical Reading and Teaching Intention (Part 1). Teaching History in Middle Schools, 2015(2): 18–21.
[4] Hou G, 2015, On the Concept, Determination Method, and Evaluation Standard of Teaching Intention in History Teaching. History Teaching, 2015(7): 18–24.
[5] Zhi Y, 2011, How to Improve Teaching Intention. History Teaching, 2011(3): 7.
[6] Fang Y, 2014, Discussion on History Classroom Teaching with “Value Orientation” as the Intention. Academic Weekly, 2014(11): 3–4.
[7] Zhou M, 2012, The Teaching Intention in History Classroom is Indispensable: Taking the Lesson “Advanced Ancient Agriculture” as an Example. History Teaching, 2012(8): 30–33.
[8] Zhu K, 2012, In-Depth Interpretation of Textbooks to Enhance Teaching Intention: Taking the Lesson “Song and Ming Neo-Confucianism” in People’s Edition of Compulsory Textbook Three as an Example. History Teaching, 2012(13): 8.
[9] Hou G, 2015, On the Concept, Determination Method, and Evaluation Standard of Teaching Intention in History Teaching. History Teaching, 2015(7): 18–24.
[10] Zhou M, 2013, Several Issues to Be Noted in Exploring Teaching Intentions: Taking the Unit Teaching of “Modern China’s Foreign Relations” Published by People’s Education Press as an Example. History Teaching, 2013(5): 4–5.
[11] Wang D, Zhao Y, 2013, Doubts and Elevation of Lesson Presentation: From “Explaining the Teaching Materials” to “Explaining the Teaching Intention”. History Teaching (First Half of the Monthly), 2013(2): 36.
[12] Zhu K, 2020, Establishing the Soul of the Curriculum with Lofty Intentions: An Exploration of Teaching Intentions Based on the New High School History Textbooks. History Teaching, 2020(23): 37–42.
[13] Zhu K, 2012, In-Depth Interpretation of Textbooks to Enhance Teaching Intent: Taking the Compulsory Course “Neo-Confucianism of the Song and Ming Dynasties” of the People’s Edition III as an Example. History Teaching, 2012(13): 8.
[14] Zhi Y, 2011, How to Enhance Teaching Intention. History Teaching, 2011(2): 25–28.
[15] Yuan C, 2015, Theme and Intention: The Key to Designing Historical Micro-Lessons: Taking the Micro-Lesson Design of “The First Industrial Revolution” as an Example. History Teaching, 2015(2): 56.