The Status Investigation And Countermeasure Research On The Connection Problems In Today's History Teaching From Junior To Senior Middle School

At the beginning of the 21st century, China implemented new round basic education curriculum reform, the new round basic education curriculum reform has given new vitality to history teaching and is of great simulative effect on the improvement of history teaching quality in the middle school, but at the same time the history teaching connection problem is also becoming increasingly appeared. To better understand the actual state of history connection education in junior and senior middle school, further reveal the problems in the process of history connection education, and actively explore the countermeasures to improve it, the author did the research.The research is under the guidance of the spirit of the Party and State basic education reform documents and from the reality of history teaching in middle schools, Comprehensive use of modern educational theory and theory of history teaching in middle school does a more in-depth discussion to the current connection problems which exists from junior to senior middle school. The research uses the literature study,research and interview as the main research methods, uses situation investigation,attribution analysis and countermeasure explore as the main research contents.The research takes Henan province as an example, choosing all students and history teachers from four representative middle schools as the research object. On the basis of investigation or interview on the part students and history teachers, the research analyses the defects and deficiencies in today's history teaching connection from junior to senior middle school. Main shows are as follows: firstly, in the migration process from junior to senior middle school, the span of historical knowledge step is beyond the students'accept ability; secondly, out of touch in history teaching between junior and senior middle schools which to some extent, brings obstacles to teaching and learning; thirdly, because of the different motives, the emphasis on history learning also has distinction.In order to change the situation, the research aims at the problems which found in investigation and interview, combined with attribution analysis, puts forward some constructive solutions. I.e. in terms of history knowledge construction, the history teachers should fully study textbooks, proceed from the reality of students'history learning, clear the teaching methods which adapt to students'history learning; in terms of the communication between history teachers in junior and senior middle schools, the channels should be broadened to enhance the students'ability of independence study; in terms of students'history learning interest, the history teachers should make full use of diverse teaching means, establish a new type of class interaction between teachers and students.The history teaching in ordinary senior middle school is a kind of higher level history education based on the period of compulsory education. To make history teaching between junior and senior middle school organically connected is a necessary step and method to narrow history teaching gap and improve the history teaching quality in middle school. The research, based on the background of new curriculum reform, is designed to provide necessary reference and help for the implement of new curriculum.