The Comparion Of Junior School History And Society Curriculum Content Correlation

The course curriculum has developed all around the world, the division courses focus on the knowledge of systematic, longitudinal logical structure of knowledge, conducive to the imparting of knowledge; integrated curriculum conducive to horizontal linkages between the relevant disciplines to make up for the Sub-division courses this defect and gradually developed. Infiltrated between a number of knowledge in the humanities and social sciences, and the gradual integration, focusing on subjects contact conducive to the formation of the overall understanding of social life. A comparative study of different versions of history and society "curriculum standards and textbooks, we can continue to promote the development of China’s comprehensive liberal arts curriculumIn this paper, based on China promulgated the "historical and social curriculum standards (a)"(experimental version2001) and Shanghai Education Press the corresponding published "History and Society" textbooks and "historical and social curriculum standards (b)(trial version2001) and People’s Education Press the corresponding published "History and Society" textbook, using the literature method and comparison method, a comparative analysis of correlation between the two versions of history and society "course, and reached the following conclusions:One, the same pointGenerally speaking, the two versions of the "History and Society" on the content and timing of these two dimensions are basically realized effectively related content.(1) From the time point of view, the creation of time throughout the entire junior high school learning stage, uninterrupted by the various disciplines of learning is closely linked; there is a crossover point from the horizontal content, knowledge of various disciplines.(2) From the content point of view, the geographical and historical, ideological and moral content. Geography knowledge plays the role of bedding for the discipline of history and the ideological and moral discipline.(3)From the analysis of geographic relevance and the content of the other two disciplines, the highest relevance is geography and history, ideology and morality is second.(4) There are some unreasonable arranged content in the two versions of the "History and Society" course.Second, the difference(1) From an integrated approach of the course, the PEP version emphasis on the integration of the knowledge, and it is an integrated comprehensive; the shanghai version stressed the integration of the disciplines taught, and it is a platter-style integrated.(2) From the content of the tightness, the PEP version Topic has a logical progression, reflecting the cross-penetration of different subject matter and better integration; the shanghai version is lack of themes which has the cross-penetration of various disciplines to learn, the subject knowledge searches from the geography, history, morality, and these knowledge are arranged to the materials.Third, the relevant recommendations(1) strengthen the liberal arts curriculum theory and practice, linking theory with practice.(2) to enhance the rational optimizing selection of course content.(3) curriculum development, to take care of systematic discipline their own system, focusing on interdisciplinary cross-penetration.(4) to strengthen the development and utilization of curriculum resources.