Exploring Interdisciplinary Integration Paths in Junior High School History Based on Core Competencies: A Case Study of the Farewell Integration Lesson in Yan Qiaos Grade 8 Curriculum

Abstract

This paper takes the final integration lesson of the History subject (Peoples Education Press, Grade 8, Volume 1) as an example.Using Li Shutongs song Farewell as an entry point,it explores curriculum design concerning early modern social transformation.Employing a macro-unit teaching approach,it integrates content from the Shang Yangs Reforms (Grade 7)with Modern Social Transformation (Grade 8)to construct a structured knowledge framework centered on the core concept of social transformation. The course design focuses on solving practical problems,such as guiding students to compare differences between old and new textbooks,analyze Li Shutongs life and historical context,and investigate manifestations of modern political,economic, intellectual,and educational transformation.It emphasizes knowledge transfer and generation,utilizing pre-class scaffolding tools to bridge prior and new knowledge,and fostering students ability to draw evidence-based conclusions through group-based historical source analysis activities(e.g., causal analysis of six historical sources). Simultaneously,it integrates core competencies of the History discipline:
Historical Materialism:Using the principle that the economic base determines the superstructure as a thread to analyze the connection between literary/artistic works and social transformation.
Source-Based Evidence:Training students source interpretation skills through diverse historical sources like the Farewell lyrics,documents, and cartoons.
Patriotic Sentiment:Using the evolution of Li Shutongs path from salvation through arts to prosperity through arts to guide students in comprehending national rejuvenation and cultural confidence.