2. History is divided into six sections: ancient history of China, modern history of China, modern history of China, ancient history of the world, modern history of the world and modern history of the world. According to the time sequence of historical development, the content design of each plate adopts the "point-line" presentation method. "Point" is a concrete and vivid historical fact; "Line" is the basic clue of historical development. Understand the "line" through the connection between "point" and "point", so that students can understand the process of historical development on the basis of grasping historical facts. ?
3. In the compilation of learning content, starting from students' cognitive level, the most basic historical facts are selected to show the basic process of the development of human society in politics, economy and culture, so that the learning content is closer to the times, society and life, which is conducive to students' active learning. In addition, on the basis of highlighting the characteristics of history teaching in compulsory education, we should pay attention to the connection with high school history teaching to lay a good foundation for students' high school history learning.
4. This standard stipulates the standard of learning content in each learning period, and puts forward some suggestions for teaching activities. The course content is the basic historical knowledge that students must master and the training process of historical thinking that they must go through; Suggestions on teaching activities aim at advocating diversified teaching methods and promoting students to perceive, understand and explore history more actively. Teachers can handle it as appropriate and teach students in accordance with their aptitude in the specific implementation. ?
5. The curriculum content designed in this standard leaves room to enhance the openness and flexibility of history curriculum, on the one hand, it leaves room for the compilation of teaching materials, on the other hand, it provides convenience for the teaching of local history in various regions, and each region can develop curriculum resources according to the actual situation.