Effective Connection Of History Teaching In Junior High School And Senior High School Under The Historical Interpretation Literacy

Under the background of the new curriculum reform,history education undertakes the important task of establishing morality and cultivating people.In order to better realize the task of history teaching,we should pay special attention to the continuity of history teaching in the middle school history teaching stage,requiring teachers to broaden their horizons,pay attention to the history teaching in the whole middle school stage,and do a good job in the connection between middle school and high school teaching.At the same time,we should also realize that junior middle school history teaching is mainly to train students’ basic historical facts and carry on the preliminary humanistic spirit edification stage.History teaching in senior high school pays more attention to students’ understanding and view of history so as to form independent and sound personality and valuable pursuit of life.According to the different teaching objectives of junior and senior high schools,under the new situation of subject core accomplishment,the cultivation of historical interpretation accomplishment is taken as the breakthrough point,so as to achieve the cultivation objectives of senior high school history teaching and complete the smooth transition of the connection between junior and senior high school in senior one.This paper uses the method of literature analysis questionnaire survey,on the basis of reading a large number of literature and analyzing the curriculum standards of junior and senior high schools,selects the middle schools in N city to investigate the cultivation status of historical interpretation literacy in history teaching and the adaptability problems of senior one students,analyzes the problems,and then puts forward targeted strategies.The content is mainly divided into four parts: The first part analyzes the feasibility and rationality of using the cultivation of historical interpretation literacy as a bridging strategy for junior and senior high schools,discusses its necessity in teaching,and the significance of bridging teaching.The second part starts from the reality,pays attention to the two-way connection between junior and senior high schools,carries on the questionnaire survey to the junior and senior high students of several schools in N city,and carries on the attribution analysis to the existing problems according to the survey.The third part starts from the problems,aiming at the existing problems of specific areas and specific schools,according to the cultivation of historical interpretation,puts forward the teaching strategies that should be paid attention to in the history teaching of junior middle school and senior high school.In the fourth part,the teaching strategy proposed above is applied to the teaching design.From the perspective of the cultivation of historical interpretation literacy,combined with the requirements of high school cohesion,the effectiveness of the strategy is reflected in the form of teaching design cases.This paper tries to cultivate the historical interpretation literacy of middle and high school students,so as to reduce the adaptation time of students in high school as much as possible and complete the smooth transition of middle and high school history teaching,in order to provide help for middle school history teaching.