The Cohesion And Improvement Of Junior And Senior High School History Teaching Under The New Teaching Material Vision

Basic education curriculum reform began in 2001 in our country,and it has been referred nearly two decades.After this period of curriculum reform,history teaching of middle school has also entered a new stage.As an important part of basic education,middle school education includes two stages of junior high school and high school.These two stages are inseparable as a whole.With the continuous revision and improvement of the history curriculum standards for junior high school and senior high schools,the style and teaching content of middle school history textbooks will also be continuously adjusted accordingly.The junior and senior middle school history teaching have many things in common in textbook style,course content,teaching goals,etc.However,due to the differences in students' knowledge and cognition levels,teachers also have obvious differences in the specific teaching process.In particular,the update of the new textbook style for senior high schools has made the textbooks of junior and senior high schools presented in the style of "double general history".This makes the content of history teaching in junior and senior high schools have similarities and differences.For the same knowledge point,there are differences in the depth and breadth of the narrative in the teaching process of junior and senior high schools,and the unity and difference are intertwined.Therefore,on the basis of "changes",how to realize the smooth intercommunication of history teaching in junior and senior high schools becomes extremely important.There have always been problems in the connection of history teaching between junior and senior high schools.The reason for the problems in the connection of history teaching between junior and senior high schools is not a single one,but the result of a combination of many factors.Before the use of the new textbooks,the focus of the discussion was how to achieve a smooth connection between the junior high school "general history" style and the senior high school "special history" style.However,in the context of the successive use of new textbooks in junior and senior high schools,more new problems will follow.From this point of view,there is still a lot of room for discussion in this area.This article will start from the perspective of the current new history textbooks for junior and senior high schools,and systematically analyze the problems in the connection of history teaching between junior and senior high schools under the new textbook "Double general history" style,how should junior and senior high school history teachers teach knowledge well,and what should students do Internalization and absorption of knowledge.In order to achieve this goal,the author will conduct surveys and studies in areas where the new textbooks have been used,and conduct a comprehensive and detailed study by comparing specific lesson cases in junior and senior high schools,and at the same time put forward reasonable suggestions for solving the problems.