The History Curriculum Standard (Grade 7-9) consists of four parts: preface, curriculum objectives, content standards and implementation suggestions. The preface briefly describes the background of formulating curriculum standards, explains the nature and value of junior high school history curriculum standards, discusses the basic concept of formulating curriculum standards, and briefly introduces the general idea of designing curriculum standards. The "course objectives" part stipulates the general objectives that students should achieve through junior high school history courses in three aspects: knowledge and ability, process and method, emotion, attitude and values. The "content standard" part stipulates the specific goals that students should achieve in three aspects: knowledge and ability, process and method, emotion, attitude and values through junior high school history courses. According to the content standard, junior high school history curriculum is divided into six study 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, and each study section is divided into several study topics. With the setting of learning sections and learning themes, under the guidance of the national basic education curriculum reform concept, a new junior high school history curriculum system has been constructed. In the part of "implementation suggestions", some suggestions are put forward on how to realize the curriculum objectives stipulated in the Standard, such as teaching, evaluation, textbook compilation and the development and utilization of curriculum resources. The current history curriculum standard (grade 7-9) (draft for comment) has the following characteristics: 1. It fully embodies the characteristics of compulsory education. Compared with the original history syllabus, this history curriculum standard highlights the principles of universality, foundation and development of compulsory education, and adheres to "two orientations": First, it is for all students, and the formulation of curriculum standards fully considers the actual situation of different regions and schools in China. Second, for all kinds of students with different levels and requirements, we should not only consider the basic goals that students should achieve in junior high school history learning, but also respect students' personality, give full play to students' own abilities and specialties, and create conditions for them to achieve better academic results. 2. It embodies the humanistic spirit, scientific attitude, concept of democracy and legal system, international consciousness and sustainable development advocated by the curriculum standard of the spirit of the times, which all embody the spirit of the times. Curriculum standards require students to learn to absorb the outstanding achievements of civilization created by human beings, actively experience the humanistic spirit of people-oriented, kindness to life and concern for human destiny in history, strive to pursue the realm of truth, goodness and beauty, and shape a sound personality; Understand the great material progress brought by science and technology to the development of human history, advocate the scientific spirit, and gradually establish a scientific attitude of seeking truth, seeking truth and innovation; Understand the evolution of autocracy and democracy, rule of man and rule of law in history, understand the significance of democracy and legal system to modern society, and strengthen the awareness of democracy and legal system; To understand the diversity of the historical development of human society, we must understand and respect the cultural traditions of all countries, regions and nationalities in the world, and gradually form an open consciousness facing the world and the future; Correctly treat the relationship between man and nature, man and society, strengthen environmental awareness and understand the theme of peace and development. 3. To construct the new curriculum standard of junior middle school history curriculum system, we should not deliberately pursue the integrity of the subject system and the professionalism of knowledge, but take students' learning as the main body and build a learning theme curriculum system. The determination of learning theme follows the following three principles: first, consider the characteristics of history discipline and pay attention to the internal relationship between the time sequence of historical development and learning content; The second is to give consideration to the characteristics of basic disciplines, emphasize universality, foundation and development, and implement the principle of less but better and inquiry-based learning; Third, consider the characteristics of junior high school students and pay attention to students' cognitive level and acceptance. 4. According to the cognitive characteristics of junior middle school students, different levels of goal requirements are put forward, which reduces the learning burden and course difficulty. According to junior high school students' cognitive level, this paper puts forward three requirements for the specific historical content of students' study: (1) the places where "listing", "knowing", "understanding", "speaking" and "brief description" are used in the statement of specific historical content. This is the most basic requirement for learning junior high school history courses, requiring students to correctly write or tell the basic historical facts of such historical content. This kind of historical content accounts for about 70% of the total content. (2) The use of action verbs such as "overview", "understanding", "explanation", "clarification" and "induction" in the statement of specific historical content is the second level requirement. It requires students to summarize and sort out the historical content they have learned on the basis of meeting the requirements of the first level, and form a preliminary understanding of historical issues. This kind of historical content accounts for about 20% of the total content. (3) The use of action verbs such as "analysis", "evaluation", "comparison", "discussion" and "exposition" in the statement of specific historical content is the third level requirement. It requires students to use the existing knowledge and skills to make a preliminary analysis of the causal relationship, advantages and disadvantages, gains and losses, and influence of the historical problems they have learned, and make their own explanations and judgments. This kind of historical content accounts for about 10% of the total content. Curriculum standards have basically changed the phenomenon of "complex, difficult, excessive and old" in the original curriculum, greatly reducing the learning difficulty. 5. Advocate inquiry learning. Curriculum standards pay attention to students' learning process and methods, and advocate students' autonomous learning and inquiry learning methods. Put forward various forms of "activity suggestions" for students to study history, encourage students to actively participate in teaching, dare to ask questions from different angles, and strive to explore various ways to solve problems; Guide students to accept learning methods of cooperating with others, discussing and solving problems together; Let students actively participate in various social practice activities, initially learn to analyze practical problems from a historical perspective, and deepen their understanding of history. Change students' learning style of relying too much on textbooks and passively accepting in the process of implementing history courses, and pay attention to cultivating students' innovative spirit and practical ability. 6. Advocate the renewal of teaching concepts, teaching methods and curriculum standards, advocate new teaching concepts, advocate student-centered teaching concepts, encourage teachers to creatively explore new teaching approaches, improve teaching methods and means, organize colorful teaching practice activities, create interesting and good learning environment for students, and stimulate students' interest and enthusiasm in learning history. 7. Leave more space for the implementation of the course. Curriculum standards only set goals for learning content, and do not make excessive and detailed requirements for specific knowledge points, thus leaving room for teachers' teaching, students' learning and the compilation of teaching materials. 8. Put forward clear evaluation objectives and suggestions. Operational teaching evaluation is an important part of history teaching, which is of great significance to improve history teaching and teaching quality. Curriculum standards require scientific use of various evaluation methods to make qualitative and quantitative value judgments on the history teaching process, teaching achievements and various factors affecting teaching, give full play to the guiding function, diagnostic function, incentive function and promotion function of teaching evaluation in the teaching process, promote the all-round development of students' quality and encourage teachers to make positive progress. The evaluation of history teaching emphasizes student-centeredness. It is necessary to examine whether students' historical knowledge, historical skills and changes in their emotions, attitudes and values meet the requirements of the curriculum standards, and to pay attention to the process and methods of students' historical learning, so as to avoid taking the mastery of historical knowledge as the only evaluation content. The evaluation method emphasizes the unity of science, flexibility and practicality, and avoids taking exams as the only evaluation means. Guide students to participate in the evaluation process, let them understand the requirements of history curriculum standards and evaluation methods and processes, and give full play to students' main role. In a word, the history curriculum in junior high school should be based on the original curriculum construction, get rid of the disadvantages existing in the current teaching and truly implement the goal of compulsory education through the formulation and implementation of standards.