Study On The Connection Of History Textbooks And Teaching Between Junior Middle School And Senior High School

I find quite a few disjoint phenomenon in the history teaching between junior middle school and senior middle school, and which cause me to think of the connection problem of historical teaching between junior middle school and senior middle school. This paper mainly researches the connection problem of historical teaching from the contrast of the historical knowledge connection of junior middle school and senior middle school's textbooks between East China Normal University Press and People's Education Press, the status of history subject in junior middle school and senior middle school, historical teachers and students. This paper is made up of foreword, main body text and epilogue.The foreword contains two parts. One expounds the background of topic, the internal researchful present situation and the meaning of research; The other explains the knowledge connection of junior middle school and senior middle school's textbooks.The main body text has three chapters. The first chapter includes four parts, and find the knowledge connection of junior middle school and senior middle school's textbooks by classifying and counting the knowledge in the ancient history of China, the morden and contemporary history of China, the ancient history of world and the morden and contemporary history of world. And then, compares the knowledge connection of the two editions textbooks by the extent, the deepness and the intensity of knowledge, in order to find which knowledge connection of edition textbook is better.The second chapter includs two parts. Both of them analyse the reasons of historical teaching. One is from the compiling style of senior middle school textbook; The other is from the status of history subject in junior middle school and senior middle school, the historical teachers and teaching methods of junior middle school and senior middle school, the students and their learning methods.The last chapter includes four parts as well, on the base of the reasons, provides some advice about the connection of the compiling style of senior middle school textbook, the status of history subject in junior middle school and senior middle school, the historical teachers and teaching methods of junior middle school and senior middle school, the students and their learning methods.In the end, the epilogue summarizes content of the whole paper, and not only looks forward to make the experts of Curriculum Revolution and historical teachers pay attention to the connection problem of historical teaching, but also provides some lessons and help. What's more, the epilogue also point out the deficiency of the paper, and continue researching and perfecting in the process of historical teaching.