The Studies To Differentiate The Focus And Difficulty On Regular High School History Textbooks

With the introduction of the new curriculum reform, the use of multiple versions of history textbooksto get a good evaluation of teaching practice. Teaching philosophy in secondary schools also showed achange in diversity. More emphasis on teaching students to write self-development capability. Teachingactivities also take “three-dimensional target” as the standard pay more attention to the subjectivity ofstudents. In order to improve the effectiveness of classroom teaching, teaching activities more tendentiousand classroom learning more targeted, history teachers need to effectively grasp the materials in thepreparation of the heavy and difficult, and the use of certain teaching methods to guide students to graspfocus Overcoming Difficulties. To do this, we must clearly heavy and difficult materials division basis,only a clear division of its principles and standards, in order to define what is heavy and difficult topromote the effective development of school history teaching career. In this paper, a comprehensiveanalysis of the new curriculum since the thinking and understanding of the teaching of history and manyscholars in related fields, based on the combination of the new curriculum, textbooks for PEP andpsychological development of young people, high school history textbooks for heavy and difficult anddivided standards do systematic research, and current high school history textbooks in the presence ofheavy and difficult problems presented their views. The main body consists of five parts, the first part ofthe stage through high school history textbooks heavy and difficult investigation of high school historytextbooks divide the heavy and difficult to do a comprehensive introduction, combined with the difficultyof the meaning and importance of weight and divided examination of factors, a comprehensive analysis ofthe historical division of PEP compulsory1heavy and difficult. The second part of the first part of the basisfrom the syllabus, curriculum standards, exam notes along with other factors, heavy and difficult toobjectively analyze the textbook division basis. The third part is the second part of the further complementthese proposed criteria for the classification based on the presence and at the same time there are someother factors that affect the heavy and difficult division, mainly from textbooks, students, three aspects toanalyze the external environment. The fourth part focuses on the analysis of heavy and difficult teachingfrom three major aspects of teachers, students, teaching the existence of history teaching has a profound impact. Finally, the fifth part of teaching through practical case history lesson that PEP compulsory fourthone, to illustrate the arrangement of teaching and learning heavy and difficult to master.