Research On The Connection Of Junior And Senior High School History Teaching Methods Based On Historical Evidence

According to the current status of history teaching research,there are relatively few studies in the field of history teaching that start with a certain core accomplishment to effectively link up the learning content of junior and senior high schools.Under the background of the new curriculum reform,the linkage of middle and high school history teaching is facing new challenges,such as how to connect the core literacy of history subject in middle and high school history teaching methods,and how to better deal with and make use of the new textbooks with large capacity in the case of tight class hours.Therefore,on the basis of relevant educational theories,based on the empirical core literacy of historical materials,combined with the questionnaire survey of students’ learning situation,this paper explores the teaching cohesion strategies for the cultivation of empirical literacy of historical materials in junior and senior high schools,so as to improve students’ historical thinking ability and promote the cultivation of their empirical core literacy of historical materials.This paper is divided into five chapters to study this problem.Firstly,it discusses the necessity and theoretical basis of connecting history teaching between junior and senior high schools from four aspects: international and domestic teaching development situation,the need of history curriculum development,the need of students’ growth and development,and the need of teachers’ professional development.Secondly,it expounds the feasibility of connecting the teaching methods of history in junior and senior high schools from the perspective of the connection and hierarchy between the empirical literacy of historical materials and the three-dimensional goals.Thirdly,based on the questionnaire survey of junior and senior high school students’ history learning situation,this paper analyzes the problems faced by senior high school history teachers in the connection between junior and senior high school history teaching.In addition,from the feasibility of historical data supplement,the development of historical data selection and the effectiveness of historical data use,the author explores the teaching connection principle for the cultivation of historical data empirical literacy in junior and senior high schools,and puts forward corresponding strategies such as paying attention to learning situation,creating "teaching conflict" and project-based inquiry learning activities according to the existing problems in the historical connection between junior and senior high schools.Finally,taking the opening of new navigation route as an example,through the analysis of the differences between the history curriculum standards and textbook contents of middle and high schools,the teaching design and analysis of middle and high schools are carried out based on the connection of the core literacy teaching of historical evidence.The research of this topic aims to explore how to realize effective connection between middle and high school history teaching,so as to better improve the students’ historical thinking ability,promote the formation of the core quality of historical evidence,in order to provide reference for middle school history teaching.