| How to effectively connect the history teaching of junior high school and senior high school is a classic topic in the middle school history teaching process.The root of this topic is that both junior high school and high school teach according to the general history style,so when teachers tell Chinese and foreign history,it is inevitable to meet Regarding the duplication of the content of the two sections,how to avoid duplication is the essence of teaching cohesion.Although the currently used high school history textbooks are mainly arranged in accordance with the theme of the time series,the high school history textbooks have broken the traditional time series in terms of content repetition and directly arranged according to the repetitiveness of the topic,but the problem of repetitive content is still unresolved.Can be solved fundamentally.High school history textbooks broke the sequence in terms of content and arranged directly according to the topic,but the problem of content duplication still could not be solved fundamentally.On the basis of consulting a large amount of literature and materials,this article defines the key points and concepts of the connection of history education and further explores the key points and concepts of the effective connection of history teaching,and points out the problems of the connection of history teaching at the junior and high school stages of our school.For background and importance,Piaget's theory of cognitive development,theories of recent development regions,and other closely related educational psychology theories are used as the theoretical basis for the research of this article.Interviews and questionnaires are used as a part of the research.Kind of research methods.After summarizing and combing,summarized the problems in the connection of middle school history teaching,and carried out the curriculum design of the "Xinhai Revolution",and finally proposed the connection strategy of middle and high school history education. |
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