A Study On The Evolution Of Contents Requirement In The Course Standard Of Junior Middle School In China

In 1999 June, the CPC Central Committee and State Counci I issued on deepening education reform, comprehensively promote quality education decision ", proposed to adjust and reform the c ourse system, structure, content, establishment of a new basic edu cation curriculum". In 2001, the State Council convened the natio nal basic education working conference, made "on the foundation education reform and development decision", further put forwar d "accelerate the construction conforms to the quality education i n basic education curriculum" requirements of the task, clear guid ance to construct the new curriculum system. In this way, China’s new round of curriculum reform of basic education in the turn of the century was officially launched. In the new class changes, "the full time compulsory education history curriculum standar d (experiment draft)" in 2001July formally promulgated and imple mented. After ten years of implementation, to 2011 "compulsory e ducation history curriculum standard" was finally published the 20 11 edition.This paper starts from the content comparison experiment dra ft with the 2011 version of history curriculum standard in standa rd. The first part, gives a detailed description on the old and the new history curriculum standard introduced the background, main achievements of clarifying the history curriculum standard in the published before and difficulties faced by, points out the necessi ty of the introduction of the 2011 edition of the history curriculu m standard. The second is compared to the old and new version o f the two whole history curriculum standard, clear version of histo ry curriculum standard and the old version is compared with exper imental draft version, which has the most obvious change, to clear the key change places. The second part, the analysis focuses on t he overview of the content of curriculum standards in part, to sort out the history of important knowledge points in detail changes, t emporal changes and requirements change. Arrangements for the h istory teaching emphasis in understanding the proposed changes. Th e third part of the study is around the standard content of history curric ulum standard parts. This paper on the content of part of the arra ngement, knowledge points, teaching requirements or changes made detailed interpretation, in accordance with the purpose of curriculu m reform, changes in the characteristics of the content part is th e largest in time clues, due to changes in the history of knowled ge point. The arrangement and the increase and decrease of histori cal knowledge is directly related to the arrangement, teaching firs t-line educators therefore, every change is very important, this arti cle in the comparison is as comprehensive comparison, and combin ation of teaching practice to illustrate. The fourth part, the chang e of the old and the new curriculum standard into effect, put for ward to compare the actual requirements for teaching work. For e xample, selection of teaching knowledge points, teaching mode, im plement the diversification of various evaluation mechanism and s o on. At the same time, from the perspective of the students put forward the suggestion of students’international consciousness of the basic principles to relieve the burden of students and cultiv ate.By comparison, the main changes found is the curriculum co ntent according to the historical sequence arrangement, in the burd en principle made the adjustment of curriculum content capacity, d elete the "difficult, complex, partial, the old" knowledge, increase he highlight the thread of historical development of knowledge po ints, the overall difficulty is lowered, the requirements of the stu dents also weakening. These changes to the teaching of history has made new demands, we should pay more attention to the researc h and implementation of curriculum standards in the teaching prac tice. The refore, in the teaching of history should pay attention t o the selection of history teaching knowledge points, adopt variou s teaching methods to stimulate students’learning enthusiasm to hi story, at the same time using a variety of evaluation mechanism to evaluate. At the same time, the narrative should try to grasp th e history as a whole, rather than isolated, scattered on, gradually t o cultivate students’international consciousness,broaden their ho rizon, and always put patriotism education into the history teachin g, cultivating students’sense of responsibility for the nation an d the sense of pride.