A Study On The Connection Of Junior And Senior High School History Teaching Based On Unified Textbooks

In April 2022,the Ministry of Education promulgated the History Curriculum Standards for Compulsory Education(2022 Edition).According to the characteristics of the history discipline,the new history curriculum standards for junior middle schools have condensed and extracted five core qualities of the history discipline: historical materialism,concept of time and space,historical evidence,historical interpretation,and feelings for the home and the country.This is consistent with the five core qualities of the History Curriculum Standards for Ordinary High Schools(2017)Edition,2020 revision,and makes the educational value of the history curriculum for the whole middle school continuous and unified.As a new high school history textbooks and the use of new,more and more of the history teachers attempt from the perspective of high school history teaching cohesion analysis high school history curriculum standard,the integration of the high school history textbooks,strengthen the high school history teaching links,clear high school history teaching objectives coincide with ascension,promote the development of high school history teaching entirety,Highlight the educational value of history discipline.This article mainly usesthe methods of literature research,comparative analysis,case analysis study under the style in the history of high school history teaching cohesion,through to the high school history curriculum standard in high school history textbooks and to "the history of qin and han dynasties" as an example,this paper compares and analyzes the contents related to summed up the different characteristics of middle school,high school history teaching,comprehensive analysis in this paper,the high school teaching cohesion countermeasures,Finally,combining theory with practice,specific lesson examples are designed for in-depth discussion on the connection of junior and senior high school history teaching,providing case support for junior and senior high school front-line teachers.The full text is divided into four parts altogether: the first part,through the comparative study of two junior middle school and high school period through curriculum standards,textbooks and high school students’ mental phase difference;The second part,taking "Qin and Han history" as the research object,compares and analyzes the detailed differences between middle and high school history curriculum standards and history textbook arrangement,which provides the basis for finding the teaching strategies of middle and high school history.The third part,taking "Peasant Uprising at the end of Qin Dynasty" as an example,discusses the cohesion strategy of junior and senior high school history teaching from three aspects: teaching objective,teaching content and teaching means.The fourth part,taking "the establishment of a unified multi-ethnic feudal state in Qin Dynasty" as an example,puts forward a connection example for specific teaching contents from the perspective of teaching implementation,and shows how to do the teaching connection well in the same period of history.Under the guidance of the new curriculum standards and new textbooks,through the basic learning in junior high school and the consolidation and improvement in senior high school,the connection of the teaching of history in junior high school will be cultivated to gradually implement the fundamental task of cultivating morality and cultivating people,form the core quality of history,and enable students to achieve comprehensive and sustainable development.