The Study Of Junior Middle School History Teaching Under The Guidance Of 2011 Edition

History education plays an important role in improving the students’ humaneaccomplishment. The stage of compulsory education history curriculum, is under theguidance of historical materialism, to carry forward the patriotism as the core of thenational spirit and to reform and innovation as the core spirit of the times, the finetraditional heritage of human civilization, to enable students to understand the courseof development of human society, a better understanding of the contemporaryChinese and world. Students through the historical course of study, learn to observeit from the historical angle and thinking about society and life, learn wisdom fromhistory, and gradually establish a correct world outlook, outlook on life and values,and improve the comprehensive quality, comprehensive development.Humans entered in twenty-first Century, the process of economic globalization,the world various ideologies and cultures clash, the trend of multi polarization andpolitical development. In this international background, how to maintain and carryforward the traditional Chinese culture, stimulate students’ patriotism, will becomehistory education cannot avoid problems. At the same time, humanities and socialscience research is unceasingly thorough, also proposed the new task of basiceducation history curriculum. Therefore, to accept the opportunity and challenge intwenty-first Century, the state promulgated the "full-time compulsory educationhistory curriculum standard (experiment draft in200101Edition)" put forward newrequirements on the stage of compulsory education in the new century history lesson.The history curriculum reform to materialism and scientific educational theory as theguide, through the selection of history curriculum content, design flexible teachingmethods, stimulate students’ interest in learning history, change the students’ passiveacceptance, rote learning, students learn and explore the history of space; students acorrect view of history, and the students learn how to dialectically observation,analysis of historical and realistic problems, deep love for the motherland and theunderstanding of the world, learn wisdom from history, cultivate modern citizensshould have the humanities accomplishment, in order to cope with the challenges ofthe new century. Any reform can not be Everything is going smoothly., is not a problem is notnormal. Through ten years of reform, the2001curriculum has made someachievements, but there are also many problems, restricted the2001curriculumreform progress, these problems reflect the school leaders, teachers, students andparents of students in the implementation of the new curriculum in the pursuit andconfused. Seek truth from facts to face, analyze and diagnose these problems, help tosolve the problem, promote the sustained and in-depth development of curriculumreform.Because of the ten years of the new curriculum reform is effective, but thereare also many problems. Therefore, in2011the state historical subject to thecompulsory education stage and put forward the "compulsory education historycurriculum standard (2011Edition)". Therefore, the2001standards and2011NewStandards summary and comparative analysis, is conducive to learn from each other,but also contribute to the actual teaching help teachers.This thesis consists of four parts:The first part of the background first analyzed two curriculum standardsproduced. From the world of the comprehensive social science development view todevelop the comprehensive social science were reviewed, raises the two curriculumstandards on the basis of. And a review of the academic history, carries on thecommentary to the domestic research on two standard. The main objectives andideas and finally points out the.The second part focuses on the analysis of the similarities and differencesbetween the two properties, a curriculum of basic concepts and design ideas.The third part is about the comparison of two standard curriculum goals andcontent standards. After the comparison is not difficult to find, although in theoverall goal of the course on the expression of different, but essentially the same; inthe content standard of presentation is basically the same.The fourth part of the evaluation of teaching suggestions, advice, thedevelopment and use of curriculum resources and teaching material compilationsuggestions.