Study On The Connection Of Junior And Senior High School History Teaching Under The General History System

At the beginning of 2016,the unified edition of textbooks for middle schools was put into use in some regions,and it was gradually promoted in various provinces and cities.By 2018,the unified edition of history textbooks for junior middle schools had become the unified history textbooks for compulsory education nationwide.The Chinese and Foreign History Outline(I),a unified textbook for senior high schools,has been put into use in some provinces and cities since September 2019.By 2022,the unified edition of history textbooks for senior high schools will cover the whole country.Textbooks for junior high schools are arranged in the style of general history,while the compulsory part of history textbooks for senior high schools(Outline of Chinese and Foreign History)is arranged in the style of general history.The appearance of such a general history style makes the phenomenon of two learning sections repeat.How to guide the students to study the history of middle school with different methods and different training requirements is very necessary.This paper mainly uses literature research method,interview method,questionnaire method,case analysis method and other methods to study "the connection of junior and senior high school history teaching under the general history style".Through comparative analysis of the differences between some contents in the curriculum standards of junior and senior high schools and relevant contents about "1911 Revolution" in the textbooks of junior and senior high schools,This paper provides an argument for the elaboration of the cohesion of junior and senior high school teaching in the unified edition.To understand the problems and perplexities in the connection between history teaching and academic rank between senior high school students and history teachers in the real teaching,to investigate the problems of the current situation,to compare the arguments of the connection by combining the differences in different aspects of junior and senior high schools,and to comprehensively analyze and illustrate the countermeasures of the connection.At the same time,combining theory with practice,this paper makes an in-depth study of the connection between junior and senior high school history teaching with specific examples,in order to provide case support for front-line teachers.This paper mainly adopts literature method,interview method,questionnaire investigation,case study analysis methods such as the "double high school history teaching cohesion under general history style",through to the high school curriculum standards and high school teaching material of "revolution" as an example,this paper compares and analyzes the contents related to to compile for universal use version of high school teaching cohesion provide arguments of the problem.This paper takes senior high school students and junior high school history teachers in a middle school in Chongqing as case studies to investigate their problems and puzzles in the connection between history teaching and academic titles.Aiming at the problems in case studies,the paper compares the arguments of connection based on the differences in different aspects of junior and senior high schools,and comprehensively analyzes and elaborates the bridging countermeasures.At the same time,combining theory with practice,this paper makes an in-depth study of the connection between junior and senior high school history teaching with specific examples,in order to provide case support for front-line teachers.The full text is divided into five parts: The first part,combining theory and reality needs to elaborate the necessity of doing a good job of junior high school history teaching connection work;The second part explains the theoretical basis of history teaching cohesion research from the perspective of system theory and pedagogy.The third part,through the comparison and linkage analysis of the differences between the nature of the curriculum,curriculum objectives,curriculum content of junior and senior high schools,studies how to structure and position the level of different students in the curriculum standards and textbooks.In the fourth part,students in senior high school and history teachers in junior and senior high schools are taken as the investigation objects,aiming at the investigation and analysis of the problems existing in the teaching cohesion,and based on the case investigation,the countermeasures for teaching cohesion are put forward.The fifth part takes "1911 Revolution" as an example,which corresponds to the content of the lesson of "1911 Revolution" in the eighth grade of junior high school and the first grade of senior high school.From the perspective of teaching implementation,it puts forward examples of cohesion for specific teaching contents,showing what should be taught in different sections of history,how to teach,and how to do a good job of teaching cohesion.