| Middle school education stage in ourcountry, students’ humanities accomplishment and to cultivate the students’ healthy personality, history has important position and role.Under the background of curriculum reform unceasingly thorough, the cultivation of the history mission is also increasingly difficult. Education in middle school stage, the history curriculum according to students’ learning stage division can be divided into two stages, middle school and high school. The junior middle school stage knowledge of history in the form of mainly general history and the history of the basic framework,high school stage knowledge of history is mainly project type, modular form is given priority to. The two historical education learning phase in the middle school history curriculum should be each other, promote each other, but the history of high school teaching cohesion has been "struggling". In order to solve this problem. The author explores the students’ learning situation, and then emphatically from the students’ learning, teacher’s teaching Suggestions are given, the two aspects is discussed under the premise of the new curriculum reform deepening, the high school history curriculum in the implementation process of teaching how to conduct effective, scientific and reasonable teaching problem.This is divided into introduction,text and epilogue three parts.The introduction mainly illustrates the value and significance of research,the thesis research status and research ideas and methods.The text is divided into three parts:the first part of Lanzhou city high school history curriculum for the widespread use of variance analysis;The second part in result of the high school history teaching cohesion problems appeared in the process of the corresponding suggestions are given.Conclusion for high school history education workers pay attention to the problem of high school history teaching cohesion,consider form various angles,to realize the historical course of lifelong education. |
PDF Full Text Request