Research On The Teaching Connection Of The Two Industrial Revolutions In The Junior And Senior High School History Textbooks Of The Unified Edition

With the widespread application of the unified edition of senior high school history textbooks,the current junior and senior high school history textbooks all use general history style textbooks.This change has broken the barrier of poor textbook style between the two academic stages,bringing new opportunities and challenges to teachers.At the same time,the latest version of curriculum standards for junior and senior high schools have presented teaching objectives based on the paradigm of subject core literacy,which also poses questions about how to more accurately implement teaching objectives and do a good job of teaching cohesion at different stages of the current teaching process.Therefore,history teaching research should closely follow the pace of basic education reform,pay close attention to hot issues,and deeply explore the research on the connection between junior and senior high school history teaching.To study the issue of teaching coherence,it is necessary to first clarify the necessity of teaching coherence in the history discipline,and accurately understand the important significance of current history teaching coherence in achieving the function of history education,improving teaching effectiveness,and promoting the development of teachers and students.To achieve effective teaching linkage,the latest version of the curriculum standards should be used as a guide,and textbook content should be taken as the foundation.The two industrial revolutions are important teaching content for junior high school students.From the perspective of teaching connection,it is found that the teaching objectives and textbook content of the two industrial revolutions in junior high school students exhibit consistency and continuity in connotation,which is a major prerequisite for achieving the connection of history teaching.The connection between the specific content of the two industrial revolutions in the history textbooks of middle and high schools can be divided into two categories.One type is the repetitive content,which is the process of the industrial revolution.The other type is non repetitive content,which refers to the background and impact of the industrial revolution.The connection of repetitive content can be simplified and improved in classroom efficiency through methods such as students’ autonomous learning;The connection of non repetitive content can use materials to build a ladder,guiding students to analyze and summarize textbook content based on material analysis in lower learning stages.Through the analysis and teaching design of textbooks for the two industrial revolutions,it is found that the handling of the current issue of historical teaching connection not only requires attention to the connection between curriculum objectives and textbooks,but also emphasizes the connection of historical thinking.At the textual level,appropriate teaching connection points can be selected to improve the teaching efficiency of the higher learning stage,and key issues can be solved by sorting out the main content of textbooks.At the level of historical thinking,teachers can consciously cultivate students’ historical thinking by creating academic classrooms,while closely paying attention to the connections between knowledge points,focusing on core competencies,and cultivating students’ big historical thinking.