Through many years of history teaching in the first year of high school, just graduated from the junior high school up students, the history of middle school and high school history blurred, relaxation of the mind, the class casually, homework sloppy, unknowingly raising the children. Homework sloppy, unknowingly develop a casual personality, learning attitude is not rigorous, in-depth exploration of knowledge and lack of awareness and ability. After years of reflection, I think it is especially important to have a good first lesson, to look for the differences between the first lesson and junior high school history, and to let the students know where the high school is high and how they should grasp this high. In order to better let the students grasp the difference, I prepared the Humanist version of the seventh grade, "the demise of Xia, Shang and Western Zhou", first let the students review the content of this section. Then look at the political system of Xia, Shang and Western Zhou against this first lesson of the first year of high school. The purpose of doing this is to let the students at a glance, compared to the two stages of knowledge is more direct, practical, exploratory. I use the question, "What differences do you see in the content of the two lessons? Why are these differences?" These two questions guide students to explore and inspire them to discover the problem. By grasping the following aspects to distinguish the difference between middle and high school history, so that teaching and learning to target.

First, from the difficulty: middle school simple, high school deep detailed

Middle school history taking into account the cognitive level of students, the historical knowledge of the more concise expression, so that students are easy to accept; high school is the deepening of the knowledge, detailed introduction of knowledge. We choose the first lesson of the feudal system of junior high and high school content: junior high school: in order to consolidate the rule of the Western Zhou Dynasty, the implementation of the feudal system, the emperor of the Zhou Dynasty, the land and slaves, etc. to relatives and meritorious ministers, etc., and sealed them for the vassals, the vassals obeyed the emperor of the Zhou Dynasty, the emperor of the payment of tribute, the usual town of the border, the wartime with the son of the emperor to fight. High school: King Wu of Zhou put ...... At the same time, the vassals within their own fiefdom, and then to the ministers and feudal lords to implement the sub-division. The ministers then subdivided it to the shi. The ministers and sergeants went up to the next level to take on the obligations of fighting and so on. In this way, the hierarchy of "Son of Heaven - Vassals - Ministers - Scholars" was formed. From the description of the content of the feudal system in junior high school and high school, the power and obligation of the feudal system in junior high school are easy to understand, in line with the cognitive level of the students; while the content of the high school on the obligation of the detailed expression of a lot, and added the vassal states also have to be subdivided into this obligation, which is suitable for the cognitive level of the students of the senior high school, the junior high school is the inheritance and the deepening of the failure to grasp this point, it is very difficult to learn the history of the fine. After knowing this relationship, students will know why this change is necessary, the reason is that senior high school students have accumulated a certain amount of historical knowledge and historical literacy, and need to be upgraded to a higher level in the multi-dimensional space of knowledge and ability. This is conducive to correcting their learning attitude and stimulating learning motivation, avoiding arrogance or carelessness because they have learned the content of the feudal system before. At the same time, guide students to truly understand where the depth is, and how the deep content should be grasped, which makes the high school learning has a direction, the effectiveness can be predicted.

Second, from the content: junior high school heavy things, high school heavy reason

junior high school focus on narrative: focus on historical facts, the background of the historical events, causes, time, place, through, results, meaning, etc. account very clearly. High school focus on exploration: such as the content of the system, the reasons for the emergence and the effect of the role of the effect is a detailed in-depth exploration. And the events often pass by. Let's look at the 'role of the feudal system' expression: middle school: the Western Zhou through the feudalization of the vassals, the development of remote areas, strengthened the rule, and became a strong state. High School:Through the feudal system, the Western Zhou strengthened the Zhou Emperor's rule over the localities. The Western Zhou developed remote areas, ...... such as setting up officials. As the power of the vassal states grew, by the late Western Zhou, the power of the king weakened and the feudal system was destroyed. If the middle school requires to know what it is, the high school requires to know why it is, so high school is more deepening on the basis of middle school, middle school tends to focus on the presentation of historical facts, high school focuses on the analysis of historical facts, the use of historical facts. So high school history teaching to guide students through the phenomenon to see the essence, learn to use historical facts to analyze the problem, which is much higher than the junior high school level, students should double their efforts to adapt to the requirements of the high school standard, so as to eliminate the students casually cope with the mentality.

Three, from the process, the middle school to time-based line, high school to the theme of the main line

The middle school is arranged in chronological order, it is characterized by a clear image, image, to facilitate the cognitive characteristics of the middle school students from the first to the last. It is not strong comprehensive, time seems to be a rope, a historical fact knotted on this rope, simple and clear. The new high school history textbook is written in the form of "module + topic", which embodies a great synthesis, and our high school teaching should cultivate students' comprehensive analytical ability, study big data and historical facts in depth, cultivate students' inquiry and research ability, and guide students to discover the laws of the development of human history and cultivate a correct view of materialistic history through synthesis. The new textbook is a good example of a module topic. Of course, the new textbook module thematic example of the deletion of the "complicated, difficult, partial, old" knowledge of the old textbook, adding a lot of "new color", so that the boring history adds a lot of fun. Teaching to make good use of the fun is the new color knowledge, eliminating students' fear of learning, so that they learn to learn, naturally from the middle school over to high school learning.

References:

[1]Du Fang. The concept and implementation strategy of effective teaching of high school history[M]. Science Publishing House,2016.

[2]Basic Education Teaching Research Group. High school history teaching guidance base [M]. Higher Education Press,2015.

[3]Che Hualing. Reform and innovation: research and use of experimental textbooks of general high school history curriculum standards [M]. People's Publishing House,2006.