A Comparative Study Of Sino-us History Sequential Thinking Teaching In Junior Middle School

Sequential thinking is a prerequisite for understanding and analyzing historical knowledge, one of the basic characteristics of history and the basic thinking discipline of history. Based on the intuitive, vivid features on junior high school students thinking and the importance of sequential thinking, The new history curriculum standards strengthened the timing requirements in many ways. Timing of thinking about culture, the two are quite different in teaching objectives, teaching content, teaching methods, evaluation methods. This paper uses comparative research methods, timing of Sino-US junior history teaching thinking comprehensive and in-depth analysis.This paper consists of three parts: The first part is an introduction, an overview of the progress the two countries in the history of research in teaching thinking timing, purpose and topics, research ideas and innovations make a statement. Characteristics and culture significance second part is divided into four chapters, the first chapter introduces the basic concepts of thinking timing, timing junior high school students thinking. The second chapter through a comprehensive comparison of teaching objectives, teaching content, teaching methods and academic evaluation dimensions, analyzes similarities Thinking Teaching American History timing and differences. Chapter three specific cases, comparative historical time series between the two countries at the micro level of teaching thinking similarities and differences. Compare combine the previous chapter, we put forward thinking culture should follow the principle of timing. The third part is the epilogue.