A Study On The Linkage Of History Teaching In Middle And High School

High school history teaching in junior middle school history teaching on the basis of the two stages of the history subject in the curriculum standards,textbooks,large differences in such aspects as evaluation standard,with the difference the historical discipline problems cannot be eliminated completely and objectively,is the problem the transition between the high school history teaching cohesion.Especially for the students who just entered the senior high school,if the transition is not good,they will gradually become bored with the history study.As history teachers,we should make the students in senior high school transition to the history learning in senior high school as soon as possible,adapt to the method of history teaching in senior high school,and reduce the teaching risk caused by the connection problems.In this paper,on the basis of consulting a large number of documents,define the concept of education cohesion and further the concept of effective history teaching cohesion,cohesion of domestic education related research generalization,points out the high school history teaching research background and significance,problems on piaget's cognitive development theory,constructivism,the zone of proximal development and the teaching theory of structuralism and relevant education psychology theory as the theoretical basis of this article research,two middle school in He Nan province as the research sample,using the text collection method,questionnaire survey method,interview method and other methods of middle school students' learning and teachers' teaching conditions.Finally draw the conclusion: education workers only to change the teaching ideas,teachers "teaching" and students "learning" with all aspects of the improvement,to minimize caused by poor high school history teaching cohesion teaching problems,prevent students of history,so as to display the unique history of disciplinary value,improve the students' science literacy.