Research On The Construction Of The Integrated Course Of "History" And "Morality And Rule Of Law" In Junior Middle School

In order to further promote the reform of teaching practice in the compulsory education stage,improve the professional literacy and cultivate comprehensive talents of teachers,the Ministry of Education promulgated the standard of junior high school historical curriculum during the compulsory education stage in 2022.As a programming guidance document in teaching practice,the introduction of the new curriculum standard has put forward higher-level requirements for junior high school historical teaching practice.Compared with the new and old curriculum standards,we can find that one of the biggest changes in the new curriculum standards is to add cross-disciplinary theme learning activities,which provides a guide to the integration of historical courses and other disciplines.At the same time,considering the requirements of students’ historical professional literacy and the improvement of moral quality and the direction of the reform of the Weifang Municipal Entrance Examination,the construction of a cross-historical discipline and morality and rule of law discipline in junior high school has great practical significance.Compared with the traditional section courses in the traditional sense,such as history,morality and the rule of law,they belong to the division courses.The cross-disciplinary integration course has the boundaries between the knowledge of the division of course,and the self-constructing interdisciplinary knowledge system is established to form a profound knowledge of professional discipline knowledge.Understand and use cross-disciplinary knowledge to solve many advantages such as real problems.Therefore,we can express the definition of cross-calendar disciplines and morals and rule of law disciplines as: mainly based on the knowledge structure of historical disciplines,and moderate integration of morality and rule of law discipline.Students ’comprehensive ability to use academic knowledge,and to realize the integration courses for students’ comprehensive development.The content of the second chapter focuses on the feasibility basis for building historical cross-disciplinary integration courses.The revision of the new curriculum standards for junior high school provides a policy basis for the construction of cross-disciplinary integration courses.It is an inevitable choice to integrate morality and the knowledge of the rule of law in the teaching of junior high school history courses.In recent years,the changes in the Weifang City Entrance Examination Propositions have paid more attention to examining students’ ability to use cross-disciplinary knowledge to solve practical problems,providing practical reasons for the integration of interdisciplinary.By comparing the core literacy and curriculum content in the historical curriculum standards and morality and rule of law curriculum in the compulsory education stage in 2022,it provides a feasibility analysis for the construction of cross-historical disciplines and the integration curriculum of morality and rule of law and rule of law.Teaching practice plays an important guidance.In the third chapter,a few issues that need to be paid attention to during the implementation process of cross-disciplinary integration courses: First,clearly define historical courses and morals and rule of law courses,adhere to historical disciplines,morality and rule of law,supplemented by the rule of law,supplemented by the rule of law.The integration principle.Secondly,respect the characteristics of the two disciplines,carefully select and dig deep into the knowledge points of interconnected between disciplines,and comprehensively use various methods to scientifically organically integrate cross-disciplinary knowledge,and cannot simply list knowledge,causing knowledge to stack it.Third,in the construction of historical figures as the main line,adhere to the principles of moderation,and grasp the boundaries between historical evaluations and moral evaluation of historical figures.Finally,adhere to the people-oriented teaching principles,in the process of curriculum construction and curriculum implementation,fully understand the students’ cognitive level,learning laws and hobbies,and better medicine.The fourth chapter specifically illustrates the construction strategy of cross-historical disciplines and morals and rule of law disciplines from three perspectives.These three paths are: the main line of historical events,the historical figures as the main line,and the cultivation of values.Detailed explanations were made from the overall and local.Although there are many practical obstacles in the construction process of cross-history disciplines and morals and rule of law disciplines,this has become an inevitable choice for changes in historical teaching in middle schools.In the process of historical teaching in junior high school,organic integration of morality and the relevant content of the rule of law,and the construction of cross-disciplinary integration courses is not only conducive to gradually enriching the content of the curriculum,improving the ability of teachers ’professionalism and flexibility to control cross-disciplinary knowledge,but also helps to expand the students’ vision and enhance students’ comprehensive literacy and promote the long-term development of students.We believe that as long as junior high school historic teachers can maintain the enthusiasm of lifelong learning,establish the spirit of in-depth inquiry,and in the long run,the integration of cross-law disciplines in junior high school will be widely used.