A Study On The Cohesion Of Textbooks For Junior And Senior Middle Schools

The new curriculum reform has a profound influence on the traditional teaching mode and teaching design.It particularly puts forward higher requirements on the adjustment of teaching of junior middle school and high school.The teaching of history has been adjusted by leaps and bounds in system construction,frame structure,content level,teaching methods and so on.After students enter high school,under the life pressure and psychological pressure brought by the new environment,students' adaptation to the change of the new teaching material and new teaching method change will be greatly reduced.At the same time,because the density and intensity of high school curriculum increase simultaneously,students are prone to "indigestion" of knowledge and high school life.Beginning in the autumn of 2017,all junior middle schools of China,in accordance with the regulations of the Ministry of Education,uniformly used the latest edition of the textbook compiled by the famous historian Qi Shirong,who was invited and worked as the chief editor.The textbooks were published and distributed by the People's Education press,abbreviated as "the text edited by the Ministry of Education"(abbreviated as Ministry Editor-in-Chief,the same below).In September of the same year,the textbook took the lead in entering the seventh grade classroom,which became a landmark initiative and attracted wide attention in the field of education.With the coming into use of the edition of high school textbooks,the comparison of the two school-age historical textbooks is beneficial to high school history teachers' understanding and integration of the new edition.Ministry Editor-in-Chief textbook has obvious characteristics.On the one hand,the textbook reflects the national consciousness,which not only reflects the direction of educational reform,but also follows the professionalism of the subject system.On the other hand,the content of the history textbooks high school is constructed on the basis of the ministry's senior middle school textbooks.They are consistent and coherent in the way of expression and output as far as possible and pay more attention to logic in the vertical arrangement of teaching materials.Compared with the Ministry Editor-in-Chief textbook of junior middle school,the content of the high school textbook is more abundant,the information is more,the generality is stronger,the expression of historical story is morebrief and the emphasis is placed on the cultivation of the students' knowledge structure of history and the core subject content.However,due to the wide-ranging content of the new Ministry Editor-in-Chief textbook of high school,the relatively compact history class hours in high school,the fact that the history teaching in high school is mainly based on examination-oriented education and the students' master of the main knowledge is not solid,the two stages of history teaching in junior high school and high school have serious mismatch,especially in teaching objectives,curriculum content,teaching ideas and teaching methods.If the two-stage teaching connection can't be carried out smoothly,it will affect the students' control of the overall framework of history and their cognition of the specific content.Therefore,combined with previous research results,their own teaching research and practice,aiming at the different stages of secondary school textbook compilation and learning situation,through the analysis of the content structure(including style,unit structure,class composition,column arrangement,etc.)of middle and high school textbooks compiled by the Ministry,this paper summarizes the characteristics of teaching materials compiled by the Ministry in different stages,analyzes and compares the students' needs for comprehensive ability training to explore the problems in the connection of teaching materials in junior high school and high school and on this basis to find a method in the process of teaching implementation.After the reform of high school textbooks,facing the difficulties of large volume of teaching materials,wide coverage,large knowledge density,too concentrated narration and tight history class in high school,the history teachers of high school should be more directional in teaching materials integration and grasping key and difficult points.They should learn to cultivate students' ability of self-thinking and self-analysis,their ability of using historical materials reading,learning window,history vertical and horizontal columns in multi-dimensional and multi-level to explore historical materials objectively and deeply through multi-channel study to promote students to use historical materialism to study historical origin and promote the further development of high school teachers and teaching teams and further dig deep into the reform significance of the textbook compiled by the Ministry.The introduction mainly explains the background,research significance,research status,research methods and so on.The paper is divided into the following parts :(1)The paper expounds the content structure and characteristics of the MinistryEditor-in-Chief textbook of junior high school,including the style,unit structure,the composition of the class,the column arrangement of the class and so on,which evaluates the main body of teaching material from the aspects of structure presentation and basic knowledge.(2)The paper mainly expounds the content structure and characteristics of the Ministry Editor-in-Chief textbook of high school,including the style,unit structure,the composition of the class,the column arrangement of the class and so on,which evaluates the main body of teaching material from the aspects of structure presentation and basic knowledge.(3)It mainly studies the analysis of the problem of cohesion of Ministry Editor-in-Chief textbook of junior high school and high school,including the textbook style,unit structure,content,class column arrangement and other problems in the cohesion and made a comment.(4)Based on the above research,comparison of the textbook and problem analysis,combined with the practical problems and experience accumulated by teachers in using the teaching materials compiled by the Ministry,this paper provides some suggestions for making full use of the teaching materials compiled by the Ministry to carry out adaptive teaching and helps to improve the teaching methods.(5)It Summarizes the contents and conclusions of the research and summaries the deficiencies and regrets of the research.At the same time,it provides the direction and further prospect for the continuation of academic research.