The content system of history curriculum standard is quite different from the original outline. The History Curriculum Guide constructs a curriculum system based on learning theme, and divides the course content into six learning sections: ancient history of China, modern history, ancient history of the world and modern history. Each learning part is divided into several learning themes. The formulation of these standards takes into account the internal relationship between the time sequence of historical development and the learning content. Strive to change the phenomenon of "complexity, difficulty, bias and waste". It comes down to the teaching design of each class. Teachers are required not only to accept the heavy, difficult and basic knowledge as before, but also to define the learning theme first, so that students can understand not only what to learn, but also what to learn. Taking the first section of the first chapter "The Origin of Chinese Civilization" in the ancient history of China as an example, the "History Curriculum Standard" requires "taking early humans such as Yuanmou people and Beijingers as examples to understand the cultural remains of primitive humans in China". When designing this lesson, teachers should pay attention to let students find out the inner connection of early human beings in China and understand the cultural connotation of primitive human beings in China, instead of letting students know that Yuanmou was Yuanmou and Beijingers were two lonely concepts.

When writing teaching design, teachers should analyze the knowledge structure and clues, so that students can have an overall and objective understanding of what they are going to learn, which can be used as a guide for students' inquiry learning before learning, and also as a reference for students to review, contact and systematize what they have learned after learning. Generally, teachers first draw up a knowledge system framework and specific content standards, and students try to summarize some of them. According to the improvement of students' ability level, the weight of generalization should be gradually increased, which is beneficial to teaching evaluation.