Research On The Connection Of History Textbooks In Junior High School

History textbooks are the most basic teaching resources for teaching and learning,and the main text carrier for middle school history teaching.In the new round of curriculum reform,the Ministry of Education has uniformly compiled and issued a new version of the junior high school history textbook.This high school textbook uses the same general history style as the junior high school textbook.This article mainly focuses on the connection problem of junior high school history textbooks edited by the ministry,with a view to helping the transition between junior and high school history teaching.This article is divided into three parts.The first part focuses on the connection of the four aspects of the curriculum objectives,curriculum design basis,history textbook writing style and theme and specific content arrangement in the history curriculum standards of the junior high school history textbooks.The high school curriculum goals are the inheritance and development of the junior high school curriculum goals.On the one hand,it is conducive to the convergence of the textbook content.On the other hand,the core literacy of the subject proposed by the high school is more specialized.It will be difficult to guide the compilation of the history textbook.The junior and senior middle school history curriculum design bases all pay more attention to the problem of historical connection,which provides a connection idea for the textbook compilation.Adopt the same style to help the theme layout consistency,have a good connection,but there will cause simple repetition of knowledge.Compared with the content of the textbooks and the use of historical materials in junior high school textbooks,high school textbooks summarize historical facts in a highly concise manner,and put forward in-depth thinking requirements for students.The high school textbooks have a large number of citations,length,and difficulty,resulting in differences in the layout of breadth and depth.It will also cause the connection problem of history study in junior high school.The second part takes the "Ming and Qing History" content of the junior high school history textbook edited by the Ministry as an example,and analyzes the three aspects of the curriculum standard content,writing style and historical content from a micro perspective to reveal the existing status of the connection.It is pointed out that the goal of junior high school content standards on the history of China's Ming and Qing dynasties is relatively general and simple,and the requirements are not clear enough,which is not conducive to the connection of junior high school textbooks.The comparison of the theme of "History of Ming and Qing Dynasties" reveals the advantages and disadvantages of the two textbooks in the same style.Using tables to list and compare the detail of junior high school textbooks to describe historical facts,junior high school textbooks describe the knowledge points of the Ming and Qing Dynasties in more detail,and compare the number,types and length of historical data citations,revealing that the inquiry problems of high school textbooks are too esoteric,the textbook layout is too large compared to junior high school,which is not conducive to the connection of history learning.The third part proposes countermeasures from the aspects of perfecting the content of textbooks and teachers' handling of textbooks.First of all,make use of the advantages of a good textbook writing style to achieve convergence,and deal with the repetitive historical facts in detail,and maintain the depth and integrity of historical content.Secondly,teachers need to change teaching concepts and improve teaching attitudes and abilities to deal with textbooks reasonably and scientifically.This paper hopes to study the connection between the two stages of history textbooks to the greatest extent possible and propose corresponding connection strategies.