The Connection Of History Teaching Content Between Junior And Senior High School Based On Historical Interpretation ——Take The Newly Compiled History Textbook As An Example

With the implementation of a new round of curriculum reform,new changes and new problems have occurred in the connection of history textbooks between junior and senior high schools.The junior and senior high school textbooks of the partial edition adopt the general history style,which solves the problem of sequence confusion caused by the thematic history and highlights the concept of time and space.However,the same knowledge is repeated in the junior and senior high school textbooks,and the degree of difficulty gradually increases.How to learn from the knowledge of the junior high school students In-depth learning based on the foundation,to do a good job in the connection of knowledge,and then to achieve the advancement of students' abilities,has become a new topic of history teaching in middle and high schools.This article focuses on the new textbooks for junior and senior high schools that have just been implemented-the upper and lower two volumes of the "Compendium of Chinese and Foreign History" for senior high schools,and six textbooks for the people's edition(hereinafter collectively referred to as the new history textbooks for junior and senior high schools)for junior high schools.The new version is comparatively analyzed.The gradients and differences between the knowledge capacity,narrative methods,and the depth and breadth of knowledge in middle and high school textbooks,starting with the historical interpretation literacy,explore how to bridge these differences and improve the literacy and ability of students.A comparative analysis of the content of the new version of junior and senior high school textbooks in accordance with the knowledge capacity,the narrative method of historical knowledge,and the depth and breadth of historical knowledge reveals that high school textbooks have a greater capacity of knowledge than junior high school textbooks,The narrative method is more condensed and more difficult.The author defines the concept of historical interpretation literacy,and analyzes the requirements of different levels of historical interpretation literacy for students' knowledge and ability improvement,based on this,seeks the possibility of connecting the knowledge and abilities of middle and high school students.Through the first Opium War of "vertical,same class and heterogeneous",we seek ways to improve the historical knowledge of middle and high school textbooks and the ability of students.Based on the analysis and discussion in the previous article,the strategy of linking the content of middle and high school textbooks is drawn.That is,by comprehensively using the existing historical knowledge and interdisciplinary knowledge in junior high schools to bridge the differences in the breadth of junior high school knowledge;by analyzing the differences in junior and senior high school curriculum standards to cross the gradient of junior and senior high school knowledge;through problem chains and "conflicting historical materials" in teaching design The series and combination in the cultivating students' thinking and ability.