On The Connection Of History Teaching In Junior And Senior High Schools

In the middle school history teaching,the connection of history teaching content is an unavoidable topic.In the face of unfamiliar learning environment,new history textbooks,the increase of history curriculum arrangement and new history teachers,it often needs a period of time to adapt.If teachers can fully study the connection of history teaching content,help students to realize the connection between high school teaching and junior high school teaching,on the basis of consolidating the junior high school history knowledge system,make a comprehensive understanding with junior high school history knowledge,and improve the ability of history thinking on this basis,it will play a good role in learning history for senior one learners.The differences of senior high school students’ history curriculum,teaching materials,teaching objectives and evaluation methods,the problems of teenagers’ physical and mental development stage,and the differences of teachers’ teaching methods also bring difficulties to the connection of senior high school history teaching content.In the topic of the establishment and development of modern European and American capitalist system in the history textbooks of junior and senior high schools,the relevant historical knowledge is integrated into the concept of thematic knowledge for quantitative statistical analysis.According to statistics,there are 11 thematic concepts in the textbook of the first course of junior high school established by British constitutional monarchy,9 of which are covered in the textbook edition of senior high school,with a coverage rate of 75%;there are 10 thematic concepts in the junior high school of the American War of independence,only 4 of which are covered in the textbook edition of senior high school,with a coverage rate of 40%;there are 18 thematic concepts in the junior high school of the first course of French Revolution,7of which are covered in the textbook edition of senior high school,with a coverage rate of 38.8%.The overall coverage rate of the three courses is 51.2%;there are 68 new concept nouns in junior high school history textbooks about the establishment of modern western capitalism,and 74 new concept key nouns in senior high school teaching edition textbooks.In terms of single subject,the repetition rate of British bourgeois revolution is relatively high,higher than 75%,but only 40% in the firstcourse of American Independent War,and the first course of French Revolution The number of classes dropped to 38.8%.Compared with junior high school textbooks,senior high school textbooks have many new historical knowledge points that need to be learned by students;there is a lack of background for the introduction of subject knowledge;there is a lack of background for the establishment of modern capitalist system in senior high school history compulsory one textbook.Teachers should integrate the content of textbooks in the design process of lesson plans on the premise of carefully studying the curriculum standards and combing the textbooks Department,optimize classroom teaching objectives.The key to the connection of teaching history content in junior and senior high schools is to realize the balance between the ability of historical understanding and the ability of historical thinking.Under the premise of the continuous construction of historical knowledge system,the ability of history discipline is constantly improved.Under the requirements of the core literacy of history discipline,the class talks step by step,properly uses historical materials,creates historical scenes,pays attention to the cultivation of the ability of historical innovation and transfer,helps students master dialectical thinking,improves the feelings of home and country,and pays attention to the test of the ability of understanding historical knowledge after class.The ability of students’ historical understanding is the premise and foundation of the advanced ability of history subject.The ability of students’ historical thinking cannot be separated from the connection of the content of history course.