The Use Of New Textbooks In The Editing Of The Middle School And The Connection Of History Teaching In Middle And High Schools

Since the beginning of 2017,the History Teaching and Teaching Department has compiled a new textbook that has profoundly affected the development of historical teaching activities and the development of junior high school teaching content.The new textbook has new characteristics and key points,which will inevitably lead to changes in teacher teaching.This change includes the interpretation and mastery of the new textbooks by middle school history teachers,as well as the understanding and adaptation of high school history teachers to students using junior high school textbooks.Whether it is a history teacher in junior high school or high school,we must work hard to link the history teaching in middle school,each with its irreplaceable tasks.Junior high school and high school teachers face different student groups,and the use of history textbooks has also changed.How to achieve a smooth and efficient teaching connection is an urgent problem to be solved.Through the analysis of the current middle school history textbook content,we can understand the different editing characteristics of junior high school history textbooks.From the questionnaire,we summarized several questions about the impact of convergence,and made recommendations for specific teaching connections from the perspective of this issue.And use the methods of questionnaires and interviews to create situations and simulate the teaching process of middle school history teachers.Starting from the problem of influencing convergence,the convergence between middle and high school teaching is strengthened by the three levels of curriculum standards,teaching objectives and different academic conditions in the middle and high schools.As the first multi-ethnic unified dynasty studied by the Qin Dynasty,the political,economic and social systems of the Qin dynasty have had a profound influence on the feudal society for more than two thousand years,and its status in Chinese history is impermanent.This is doubtful;the new history textbook of the middle school edition is slightly different from the past in the relevant historical background of the Qin Dynasty.Therefore,this course is used as a case study to design different teaching processes between junior high school and high school.Starting from the Qin Dynasty,the article compares and analyzes the catalogues,topics and pre-courses of the junior high school,the main texts,auxiliary texts and illustrations with maps,reflections and exercises,and finds and summarizes the middle school editions.The new history textbooks pay more attention to the characteristics of ability and emotion.Then it briefly analyzes the content of the high school people's teaching history textbook and presents the connection between the current middle and high school history textbooks.From the three aspects of curriculum standards,curriculum objectives,academic analysis and teaching strategies,and teaching evaluation,this paper analyzes the effective connection of history teaching in junior high school in the use of new textbooks in the middle school.In the end,taking the 9th class of the seventh grade of the junior high school,"Qin Unified China" and the high school compulsory one,the second lesson,"The Formation of the Centralized System of the Qin Dynasty",as an example,the specific teaching content is connected,including the teaching objectives.Analysis,analysis of the situation in the form of questionnaires and interviews,instructional design involving convergence,and teaching evaluation.The connection between junior high school and high school history teaching requires careful planning.Appropriate adjustments must be made in both the middle and high school stages so that students can skillfully complete the transition from junior high to high school.