Research on the Practice of "Integrated Teaching, Learning, and Evaluation" Model for High School History a Transdisciplinary Perspective

Zhang Jiayu   【China】

Abstract：

This study, with the first high school in the city as the empirical base, addresses the of rigid disciplinary barriers and disconnection in the evaluation mechanism in county-level high school history education. It constructs a three-dimensional teaching model of "Thematic Chain·Histor Source Field·Competence Ring". By developing a localized interdisciplinary theme database (such as "The History of Trade on the Ancient Tea-Horse Road and Currency Modeling"), local characteristic resources are deeply tapped into, and combined with modern mathematical models, enabling students not only to understand historical events but also to master the economic logic mathematical principles behind them during the learning process. Meanwhile, a macro-historical perspective matrix of historical materials is created, organically integrating historical materials from different periods and regions to form three-dimensional historical knowledge network, helping students understand the historical development context from a macro perspective. In addition, a dynamic competency evaluation system is established, with regular assessments and feedback adjust teaching strategies in a timely manner, ensuring that students' historical competencies are comprehensively enhanced. In a controlled experiment with 120 students, it is verified that historical explanatory ability of the experimental class has increased by 28.5%, the number of academic short papers published has increased by 52%, and the adoption of social survey reports has reached 35.7%. The study, for the first time, proposes the concept of "county-level resource conversion rate", emphasizing to effectively use local resources to transform them into teaching advantages, providing replicable "one school, one plan" implementation paths for similar schools, and helping more schools achieve a leap in quality.

Keywords: High School History; Transdisciplinary Teaching; Macro-Historical Perspective; Historical Source Evidence; Integrated Teaching, Learning, and Evaluation

1. Introduction: The Special Dilemma of County-level High Schools and the Path to Breakthrough

(a) The Typical Value of a Single School Sample

The first school in the city, as a provincial-level demonstration high school (with 2,100 students), centrally presents the three major pain points of county schools:

ural lack of resources: There are only 6 history teachers (a teacher-student ratio of 1:350), and there is a lack of institutional support fordisciplinary cooperation, resulting in students struggling to gain a comprehensive understanding and knowledge of history.

Single-directional and rigid evaluation: 83% of classrooms still use the " point recitation   material questions" evaluation model (Wang Jianchang, 2014), and this single evaluation method limits the development of students' creativity and thinking.

Hollowed-out cultural carriers: Local intangible cultural heritage (such as the celadon kiln site) is not integrated into the curriculum, and 39% of students have a sense of regional identity (baseline survey by the research team), which means that students lack a deep understanding and emotional connection to local culture and.

(b) The Three-dimensional Anchor Points for Model Innovation

Localized thematic chains: Decomposing the national curriculum into "local narratives under the global historical" units, such as grafting "Colonial Expansion" unit with "Quantitative Analysis of Letters from the South China Sea in the Late Qing Dynasty", specific historical events and local materials, students can better understand the connection between global history and local history.

Three-dimensional historical source field: Establishing a "three-level source package" (basic literature-archaeological reports-oral history), equipped with AR historical source interpretation tools, and through multi-level, multi-dimensional historical source, enhance students' historical perception and analytical ability.

Dynamicization of the Quality Cycle: Developing the "Bronze Tripod" Evaluation Model (Three Legs: Knowledge Internalization/ognitive Progression/Practical Innovation, Two Ears: Process Records/Value-Added Feedback), through a dynamic evaluation system, focuses on students' progress in knowledge mastery cognitive development, and practical application, promoting their overall development.

2. Theoretical Reconstruction: A School-Based Model for Integrated Teaching, Learning, and Evaluation

(a) Theme Chain Design: The Transformation of County-level Resources into Curriculum Carriers

Integration of Economic History and Mathematical Modeling

Case: In the "An Chinese Commerce" unit, using "Song Dynasty Greenware Export Data" as the anchor point:

Trade Volume (T) = k × Kiln Site ScaleS) × Maritime Transport Coefficient (M) (k = 0.78)

Students verify the error rate recorded in the "Song Shi Y" ≤ 15% through the statistical analysis of local museum unearthed porcelain shards :

The specific steps include: First, need to collect and analyze the unearthed Song Dynasty greenware shards from local museums, counting their quantity and quality, and estimating the kiln site scale (S. Next, combining historical literature and maritime records, they calculate the maritime transport coefficient (M) at that time, considering factors such as the capacity of ships, sailing frequency, and risks. Finally, these data are substituted into the formula to calculate the trade volume (T), which is then compared with the records in the "Song Shi Yue" ensure that the error rate does not exceed 15%, thereby verifying the accuracy of the model.

This interdisciplinary approach not only helps students understand the complexity of ancient economic but also cultivates their ability to use mathematical tools to solve practical problems.

Overlapping war history and geographical information

Implementation: When analyzing the "Sino-Japanese War," combined with the Yellow current data (Fig. 2.2), the track of Deng Shichang's ship was restored using GIS software. In the fierce battle on the stormy Sea on September 17, 1894, facing the enemy's fierce artillery fire, Captain Deng Shichang commanded with determination. However, due to acceleration of the summer ocean current, the sea water flowed abnormally strongly, and the heading of the Zhiyuan eventually deviated from the original planned line by 3 degrees. This deviation not only affected the tactical deployment but also led to an excessive fuel consumption of the ship, with coal in serious shortage, putting the Zhiyuan in more disadvantageous position in the battle. (Final report of the experimental class students)

(b) Construction of historical data field: Multi-modal historical data cognitive

Data: The time for empirical evidence of historical materials in experimental classes was reduced from 45 minutes/piece to 18 minutes.

(c) Closed loop of quality: A dual-track evaluation mechanism

Establish a personal learning portrait on the DingTalk platform and automatically generate a capability radar chart:

AHistorical material interpretation] --> B{Rationality of conclusion}  

B -->|≥80%| C[Promotion challenge task  

B -->|＜80%| D[Pushing remedial micro-lessons]

2. Social evaluation conversion

Co-establish "Youth History Cup" review in conjunction with the Local Records Office:

"The Annotated Oral History of the Republic of China's Textile Workers" was by the Municipal Archives.

The historical play "Qianjiang Tide and the Sea Dike Project" received funding from the Cultural Bureau for field research.

3. Evidencebased practice at the school level: In-depth reform in a single school

(I) Innovative experimental design: A three-stage advancement strategy：

(II) Comparison of Core Data (Experimental Group n=60, Control Group n=60)

Note: The PISA historical literacy scale was adopted (Cronbach's α=0.89)

(III) Ical Growth Cases

Student L (a student with a weak history background):

Chose the topic "The Evolution of Local Small Commodity Market" in the "Re and Opening-up" unit, and through:

Collecting 30-year stall lease contracts (1988-2018) to establish a price function

Interviewing the first batch of individual households to verify the diffusion path of the "Yiwu Model";

The final results were adopted by the Bureau of Commerce as an appendix to the business history chronicle.

IV. Innovative Features: Methodological Breakthroughs in County-level Transformation

(I) Development of an Interdisciplinary Database

Development process of the interdisciplinary theme database:

A[Survey of local resources] --> B{{Selection of curriculum integration points}}  

B>|Such as the ancient post road| C[History   Geography   Mathematics]  

C --> D[Design "Post Road Measurement" task]  

D --> E[Generate a school-based implementation manual]

Case:

History   Geography's "Civilization Ecological Chart

Produce the "GIS Layer of the Yellow River's Course Change and Dynasty Prosperity and Decline", superimposing hydrological data and war trajectories

History   Economy's "Currency Variation Module"

Simulate the issuance of the Northern Song Jiaozi: Given the parameters such as the output of silk brocade in Chengdu Prefecture and the casting amount of iron coins, students calculate the inflation critical point (referring to "History of Song in the Food and Record").

(II) Pathway for Cultivating a Macrohistorical Perspective

flowchart TB  

A[Micro Case] --> BMid-level Mechanism)  

B --> C[Macro Pattern]  

C --> D{Civilization Comparison}  

Case From a renovation plan of a certain alley in Shanghai (micro) → The model of urbanization in China (mid-level) → Global comparison of industrial city renewal (macro)(III) Innovation of a

（Ⅲ）Three-dimensional Evaluation Scale

5. Conclusion: The Civilizing Mission of Historical Education

(a) The Value of Paradigm Transformation

aking the fragmentation of knowledge: By linking themes such as "The Tea War" and "Cotton Capitalism," the transition from point-like knowledge to a network of is achieved (Zheng Yuxin, 2021). These themes not only cover multiple levels such as economy, politics, and culture but also connect historical events to society through an interdisciplinary perspective. For example, "The Tea War" not only reveals Britain's desire for trade with the East but also reflects the complexity of the global system at that time; while "Cotton Capitalism" delves into the contradiction between labor exploitation and economic development during the Industrial Revolution, enabling students to understand the causal relationships in processes more comprehensively.

Reforming historical thinking: Students in the experimental class can actively apply the "Long Cycle Theory" to analyze the correlation between climate change and the migration nomadic peoples to the south. This theory emphasizes long-term historical trends and cyclical changes, helping students understand the underlying causes behind historical events. For example, when analyzing climate, students can study ancient climate data to understand how climate change affects agricultural production and the ecological environment, leading to the migration of nomadic peoples and social turmoil. In this way students can not only master specific historical facts but also cultivate critical thinking and comprehensive analysis skills to better address future challenges.

(b) Dealing with Practical Challenges

Bre through the resource bottleneck in counties:

Developing the "Cloud Historical Materials Museum," through digital technology, high-definition scanning and digital processing of local archives such as the account, historical photos, and documentary materials of Nantong Dashang Textile Mill, forming a rich online database. These precious historical materials not only preserve the local characteristic culture but also students with intuitive learning materials. This platform is open to the teachers and students of 23 county high schools, greatly enriching their teaching resources and promoting the equitable distribution educational resources.

Re-establishing evaluation criteria:

Establishing a "History Literacy Growth Portfolio," by recording the performance of students in daily learning participating in activities, and project outcomes, to comprehensively assess students' comprehensive historical literacy. This portfolio shifts 30% of the weight of the college entrance examination points from traditional evaluation to process evaluation, encouraging students to actively participate in historical inquiry, cultivate their critical thinking and analytical ability, and thus improve the quality of historical education as a whole.

(C) New Mission for Civilization Dialogue

Launch the "Silk Road Youth Speaks" initiative Organize students to compare the images of caravans in the Dunhuang murals and Persian miniature paintings, closely observe the details of their attire, equipment, and backgrounds, and the exchange and integration of different cultures along the Silk Road. Through their research, students discovered that the caravans in the Dunhuang murals were usually dressed in splendid silk robes, wearing tall hats and carrying exquisite porcelain and spices; while the caravans in the Persian miniature paintings wore colorful woolen cloaks, adorned with gold and silver, and carried precious gemstones and spices on their shoulders. These visual elements not only showcase the prosperity of ancient trade but also reveal the mutual influence of Eastern and Western cultures. Write "Visual Code of Civilization Mutual Learning," which deeply analyzes the historical stories and cultural exchanges behind these artworks. This report was republished on the UNESCO website further promoting global attention to and protection of the Silk Road cultural heritage.

The essence of historical education is the inheritance of civilized genes. As students locate historical coordinates in the inter starry sky and cultivate critical thinking in the soil of evidence, they will eventually become the torchbearers of civilization and the solvers of the times.

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