Difference Analysis And Teaching Middle School History Teaching Objectives Of Convergence Issues

The history teaching in high schools, as we all know, divided into junior and senior schools, is not a separated work in every aspect. There must be some certain connections between them. The history teaching in junior schools mainly lays a solid foundation for the students to further their history learning in senior schools while its teaching in senior schools makes the student improve their learning to a higher level. In the whole course of history teaching, no matter whether in junior or senior schools, it should have its unity, continuity and systematicness, whatever its teaching goals, the students’ knowledge and ability, process and techniques or emotion, attitude and value. Because its teaching has been divided into two parts, it means that there must be some objective differences in setting its teaching goals, grading the students textbooks as well as the psychological effect of the students and history teaching given by their teachers also included. This makes history teachers of senior schools pay much more attention to how to join the two parts teaching well. However, it is not easy to evaluate each school’s teaching quality using a unified standard and the characteristics of the teachers and students is also various. Although there are a number of specific cases, yet it is a hard job to sum up regular teaching experience in well joining the two parts of teaching in high schools. In order to link up it well, first of all, we should consider the main differences in setting its teaching goals just because the goals are comparatively unified in nearly all schools everywhere. Secondly we should adopt some practical ways to get the two parts of teaching well joined. We can start with analyzing its teaching goals required by the curriculum standard, which will be beneficial to sum some up history teaching rules both in junior and senior schools.In the first chapter, it is mainly about the significance of this research and also are some key concepts such as goals setting, the link-up etc. It also brings the basis of its theory up in doing this research in this field. The goals setting in junior and senior schools are compared, which lays a good foundation for the history teaching goals in the three aspects of knowledge and ability, process and method and emotion, attitude and valueIn chapter two, from the view of knowledge and ability, it tells the different goals in junior and senior schools and offers some concrete means of how to join the two parts well. For knowledge goals, because of the different requirements for the same or almost the same knowledge points, a problem of linking up history learning arises among the students. In order to solve it we teachers must understand clearly the different requirements for junior and senior knowledge goals. Only in this way can we help our students do well in their process of furthering history learning. For the students’ ability to learn, senior school teaching will help the students improve history thinking ability and we teachers should take advantage of their ability to learn, which they have got in junior schools, to help them to attain some new ability.In chapter three, from the point of teaching process and methods, it compares the different goals in junior with senior schools and puts forward some concrete methods to deal with the problem of joining the two. For the processing goals, the students should be from a period of "experiencing history knowledge" when they are in junior schools to " accumulating history" in senior schools.In the course of this period, teachers should help the students develop from a form of perceptual to logical thinking. For the method goals, apart from telling the students some basic methods of learning history lessons, they are also expected to have the ability to apply historical materialism approaches to analyzing some historical and contemporary issues. Teachers should also on purpose try out different teaching methods to make the students explore their ways to learn history lessons little by little.In chapter four, from the point of emotion, attitude and value, it compares the different goals in history teaching in junior and senior schools and brings up some particular ideas of doing the joining two parts well. A contrast between the differences in the students’ emotion attitude and value in the process of teaching is stated. The research will be done in three ways:the requirements for the development of the students’ outlook on life; for the development of the outlook on their country; for the development of their outlook on the world. The whole passage uses specific cases as a breakthrough and analyses how to do the link-up well in the three aspects mentioned above.