What are the changes between the new history curriculum and the traditional history curriculum? What are the differences in teaching requirements?

The fundamental difference between the new curriculum and the old curriculum lies in the difference of ideas. The so-called curriculum concept is the teaching belief that the curriculum designer contains in the curriculum and needs the curriculum implementer to embody in the teaching. It is the soul and core of curriculum reform. Course tenet: the basic course of citizen quality education reforms the history course. First of all, we should pay attention to the correct orientation of the course. In other words, we should re-examine the purpose and nature of junior high school history curriculum. This curriculum reform has made it clear that junior high school history course is the basic course of citizen quality education. This can be understood from two aspects: first, it plays an irreplaceable role in cultivating the humanistic spirit and literacy that modern citizens should have. Second, its purpose is not to train historians, but to lay the foundation for training qualified citizens.

Disadvantages of traditional history courses: (old courses) never dare to cut too many complicated knowledge points. The solidified "discipline system" has almost become a curse. There are four sections: politics, economy, culture and nationality, and four styles: events, people and laws. Nothing is indispensable, even trivial, which not only makes middle school textbooks become "compressed biscuits" of college textbooks, but also is superficial and vague, more conceptual and vague than college textbooks. ..... The result is that there are so many knowledge points in each class, and there are more concepts than historical facts, so teachers can't get on, let alone speak vividly and thoroughly. As for students, it is reasonable to have rebellious psychology because they are difficult to remember and are at a loss. It can be said that (the old course) is actually to let teachers and students dance in chains and practice at a monotonous rhythm. How can they feel happy?

The new curriculum embodies the characteristics of universality, foundation and development. The so-called popularization means that the history course in junior high school is a compulsory course in compulsory education, and all school-age students should study this course to achieve the goals stipulated in the curriculum standards. The so-called foundation is that junior high school history curriculum can neither be confused with senior high school history curriculum, nor can it become a "compressed version" of university history curriculum, let alone an "encyclopedia" of history. The so-called development includes two meanings: first, junior high school history curriculum should attach importance to students' personality development; Second, junior high school history curriculum should be conducive to students' lifelong development, and choose basic knowledge, basic skills and methods to adapt to lifelong learning.

The traditional history lesson has too many clues, dense knowledge points and great difficulty. Constructing a curriculum system that conforms to students' learning characteristics is one of the important contents of junior high school history curriculum reform. There are several changes in the new curriculum: First, it not only takes into account the characteristics of history discipline, but also pays attention to the internal relationship between time arrangement and learning content, and does not deliberately pursue the integrity of the discipline system. Second, pay attention to students' learning interest and experience, and strengthen the connection between course content and students' life and modern society. For example, increase the content proportion of modern history; I chose many things that students are interested in, such as transportation, clothes, movies, music and so on. Third, the course content selects the most influential major historical events, historical figures and historical phenomena in the development of human society. Fourth, reduce the difficult, boring and abstract historical content. For example, a lot of knowledge about peasant uprisings, dynasty changes, laws and regulations was deleted. The new curriculum of junior middle school history presents historical content in the way of theme learning. In the new history curriculum system, a large number of "complicated", "difficult", "biased" and "old" knowledge points are eliminated, which is more in line with students' learning psychology and learning ability.

Traditional history learning is mainly based on rote learning and mechanical training. Students passively accept historical facts and ready-made conclusions, and there are few opportunities to actively participate in teaching activities. Such history study is bound to be rejected by students. Foreign countries have experienced the same confusion. For example, a survey in Britain in the mid-20th century showed that most students thought history was "very boring".