Today, many students who have just entered the first year of senior high school feel that they have learned junior high school history, which leads to their relaxed thoughts and casual classes, and they have not formed correct learning concepts and methods. How to eliminate their misconceptions and cultivate correct learning attitudes and methods? Among them, it is very important to use the first lesson to compare the differences between junior high school and senior high school. There are differences in difficulty: junior high school is simple, and senior high school is deep and detailed; There are differences in content: junior high school attaches importance to things, and senior high school attaches importance to reason; There are differences in the process: junior high school takes time as the main line and senior high school takes special topics as the main line. It can be seen that high school is a higher level than junior high school, so we should study hard to adapt to the new stage.

[Keywords:] learning attitude; History teaching; Junior high school; senior high school

Through years of history teaching in Grade One of Senior High School, the students who just graduated from Grade Three are vague about junior high school history and senior high school history, lax in thinking, careless in class and careless in homework, and unconsciously develop a rambling personality, a rambling learning attitude, and lack the consciousness and ability to explore knowledge in depth. After years of reflection, I think it is particularly important to learn the first lesson well. Find out the difference between the first lesson and junior high school history, so that students can know where high school is and how to grasp it well. In order to better let students master their differences, I prepared the seventh-grade People's Education Edition "Death of Xia, Shang and Zhou", so that students can review the contents of this section first. Then look at the Political System of Xia, Shang and Zhou in comparison with the first lesson of Senior One. The purpose of doing this is to make students clear at a glance, which is more direct, practical and exploratory than two-stage knowledge. I used "What do you think is the difference between these two classes?" Why are there these differences? "These two questions guide students to explore and inspire students to find problems. Grasping the following aspects, we can distinguish the difference between junior high school and senior high school history, so that teaching and learning are targeted.

First, from the difficulty point of view: junior high school is simple, and senior high school is thorough and meticulous.

Considering students' cognitive level, junior high school history gives a brief description of historical knowledge, which is easy for students to accept; Deepen knowledge points in senior high school, introduce in detail. We choose the content of the first lesson-the enfeoffment system in junior high school: junior high school: In the Western Zhou Dynasty, in order to consolidate the rule and implement the enfeoffment system, the Emperor of Zhou distributed land and slaves to relatives and heroes, making them princes. The vassals obeyed the emperor of Zhou, paid tribute to the emperor at ordinary times, defended the territory, and fought against the emperor in wartime. High School: Pute, Zhou Wuwang ... At the same time, the vassal re-enfeoffed the doctor and the secretary in his own government. Dr. Qing will distribute it to scholars again. Dr. Qing and scholars bear the obligation of fighting at the next higher level. In this way, the hierarchical system of "Tian Zi-vassal-master-scholar" was formed. From the description of the contents of the enfeoffment system in junior high school and senior high school, it can be seen that the rights and obligations of the enfeoffment system in junior high school are easy to understand and meet the students' cognitive level; The content of senior high school is much more detailed, which increases the obligation of vassal countries to enfeoffment, which is suitable for the cognitive level of senior high school students and inherits and deepens junior high school. If you don't grasp this point, it will be difficult to learn history well. After knowing this relationship, let the students know why there is this change. The reason is that they have accumulated certain historical knowledge and historical accomplishment in their senior three lives, and need to be promoted to a higher level in the multidimensional space of knowledge and ability. This will help to correct their learning attitude, stimulate their learning motivation, and avoid arrogance or carelessness because they have learned the contents of the enfeoffment system before. At the same time, guide students to really understand where the depth is and how to grasp the content of the depth, which makes high school learning have a direction and its effectiveness can be foreseen.

Second, from the content: junior high school attaches importance to things, and senior high school attaches importance to management.

Junior high school mainly focuses on narrative: focusing on historical facts, explaining the background, cause, time, place, process, result and significance of historical events clearly. High school focuses on exploration: for example, exploring the content, cause and effect of the system in detail. And events often pass by. Let's look at the functional expression of the enfeoffment system again: junior high school: the Western Zhou Dynasty developed remote areas, strengthened rule and became a powerful country through enfeoffment of princes. Senior High School: The Western Zhou Dynasty strengthened the rule of Zhou Tianzi over various places through the enfeoffment system. The western Zhou dynasty developed remote areas, such as setting up officials. With the growing power of the vassal States, by the late Western Zhou Dynasty, the royal power was weak and the enfeoffment system was destroyed. If junior high school requires to know what it is and senior high school requires to know why, then senior high school is deepening on the basis of junior high school. Junior high school often focuses on showing historical facts, while senior high school focuses on analyzing and applying historical facts. Therefore, high school history teaching should guide students to see the essence through phenomena and learn to use historical facts to analyze problems, which has greatly improved compared with junior high school. Students should redouble their efforts to meet the requirements of senior high school curriculum standards, thus eliminating students' mentality of coping casually.

Third, from the process point of view, junior high school takes time as the main line, and senior high school takes special topics as the main line.

The arrangement of junior high school is in chronological order, with distinctive and vivid characteristics, which is convenient for junior high school students to understand from beginning to end. Incomplete, time is like a rope, and historical facts are tied on this rope, simple and clear. The new high school history textbook adopts the style of "module+topic", which embodies the comprehensiveness. Our high school teaching should also cultivate students' comprehensive analysis ability, conduct in-depth research on big data and numerous historical facts, cultivate students' exploration and research ability, and guide students to cultivate correct historical materialism by comprehensively discovering the development law of human history. Of course, the thematic style of the new textbook module cuts out the "complicated, difficult, biased and old" knowledge in the old textbook and adds a lot of "new colors", which adds a lot of interest to the boring history. In teaching, we should make full use of interest, a new color knowledge, to eliminate students' fear of learning, make them happy and good at learning, and naturally transition from junior high school to senior high school.

References:

Du Fang. The concept and implementation strategy of effective history teaching in senior high school [M]. Science press, 20 16.

[2] Basic Education Teaching Research Group. High school history teaching guidance base [M]. Higher Education Press, 20 15.

[3] Che Hualing. Reform and innovation: the research and use of the standard experimental textbook of history curriculum in ordinary senior high schools [M]. People's Publishing House, 2006.

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