The level of understanding and application of history courses in senior high schools is higher than that in junior high schools. To make a good connection between junior and senior high school history teaching, we should pay attention to the cultivation of historical thinking ability in senior high school history teaching.

With the implementation of quality education, how to do a good job in history teaching in junior and senior high schools has become the most important research topic at this stage. Through long-term practical teaching, we know that there are many differences between high school history teaching and junior high school history teaching. Only by finding out these differences and taking effective measures can we do a good job in the connection of junior high school history teaching.

Keywords: new curriculum; Junior high school; History teaching; Effective cohesion

In the history teaching of senior high school, we often hear some students say that the history of senior one is difficult to learn. In fact, it is not really difficult to learn the history of senior one, but many students can't connect the history knowledge of junior high school with that of senior high school, which leads to the disconnection between senior high school history and junior high school history. In order to solve this problem, high school history teachers need to combine the problems existing in the connection between junior and senior high school history teaching and put forward effective connection countermeasures to help students learn history knowledge well.

1 main problems in the connection of history teaching in junior and senior high schools

1. 1 There are differences in the writing of history textbooks. A study of junior high school history textbooks shows that there are many ways of theme+time series in junior high school history textbooks, which not only pay attention to the development order of history, but also pay attention to the learning content, which determines that history is universal and scientific. The compilation of high school history textbooks pays attention to logic, which not only strengthens the connection between ancient and modern times, but also pays attention to Sino-foreign relations, and is basically a summary of knowledge points. At the same time, high school history textbooks contain all the major events, but they are not compiled in historical order, which determines that high school history textbooks have a certain leap. It is difficult for students who have just graduated from junior high school to get out of the junior high school history module, so they often find high school history difficult to learn.

1.2 There are differences in the content and emphasis of the textbook. For junior high school history, political history and economic history are the main ones, while ideological and cultural history is lacking. Because cultural history is not the key content of the senior high school entrance examination, many teachers often deliberately ignore cultural history in order to end teaching as soon as possible and let students have more time to review the test sites [2]. In high school history, cultural history and economic history are the main contents. If we refine the high school history textbooks, we can find that all the required chapters of high school history basically contain the content of cultural history. If the history teacher in junior high school ignores the content of the textbook, students will find it difficult to learn history after entering senior high school. At the same time, under the new curriculum standard, junior high school history is obviously easy to understand, while senior high school history textbooks are the opposite, not only overweight, but also more profound.

1.3 The teacher's teaching situation is different. According to the new curriculum standard, high school history should not only let students master the historical development process, but also extract the significant historical development, especially the education of important historical facts. It can be seen that to do a good job in history teaching, it is necessary for junior and senior high school history teachers to consider the problem from a macro perspective and fully understand the history teaching content of the whole middle school stage. However, in actual teaching, it is found that neither junior high school history teachers nor senior high school history teachers have done this, which leads to teaching differences and affects the connection of junior high school history knowledge.

1.4 There are differences among students. Because of the differences in the writing methods of history textbooks between junior high school and senior high school, higher requirements are put forward for junior high school students to learn senior high school history well. However, many students have limited knowledge of history. In some areas, junior high school history is not regarded as one of the subjects of the senior high school entrance examination, and many schools have not invested too much energy in history. In this way, when students enter high school, there will be learning differences, and it is very common for high school students to have poor historical background, which also makes it difficult to connect the historical knowledge of junior high school and high school to some extent.

2 under the new curriculum standards, do a good job in the effective connection of history teaching methods in junior and senior high schools

2. 1 Junior high school history teachers optimize teaching strategies. Junior high school history teaching should do a good job in history teaching, promote the connection between junior high school and senior high school history teaching, and pay attention to the optimization of teaching strategies. Specifically, we can start from the following aspects:

First, stimulate students' interest in learning historical knowledge, and let students actively participate in learning historical knowledge. No matter what stage students are at, they are willing to learn what they are interested in, and so are junior high school students. Therefore, junior high school history teachers should contact the actual situation of students and start with their interests. If many students are interested in a certain person or event process, teachers can integrate historical knowledge into these stories and tell them to students.

At the same time, you can also communicate with students. For example, before learning a certain knowledge point, talk to students about the conditions. As long as students remember the key points or behave well in class, they can tell them a short historical story, which will enhance students' interest in learning, arouse their enthusiasm for answering questions and play an important role in promoting students' all-round development.

Second, build a historical knowledge framework and strengthen the integration of historical knowledge. Because of the different emphases of junior high school teachers' textbooks, it is difficult for many junior high school students' knowledge to play its due role in senior high school. In order to better adapt to the new curriculum standards, junior high school history teachers should make up for the lack of junior high school history knowledge in actual teaching and build a historical knowledge framework suitable for students. This will not only enable students to understand the historical view more comprehensively, but also avoid the strangeness of learning high school history knowledge, which is of great significance to improving students' high school history scores. After the implementation of the new curriculum standards, junior high school history teachers can reduce the teaching of certain knowledge according to the actual situation, deepen students' further understanding of certain historical events, which can also effectively improve students' ability to learn high school history.

Third, strengthen the historical thinking ability and let students participate in learning quickly. In order to make a good connection between junior high school and senior high school history, junior high school history teachers should help students form good learning consciousness and historical thinking in daily teaching, make them realize the role of lifelong learning, and pay attention to the application of cases in teaching, so that students can participate in the study of historical knowledge as soon as possible.

2.2 High school history teachers to optimize teaching strategies. High school history teachers have a great influence on the connection between junior and senior high school history teaching, and how the teaching strategies of high school history teaching will directly affect students' academic performance. Faced with this reality, high school history teachers need to optimize their teaching strategies from the following aspects: First, they have a good sense of historical knowledge connection.

To do a good job in high school history teaching, high school history teachers should be fully familiar with junior high school history textbooks, understand students' learning situation, and adopt appropriate teaching strategies according to reality. For example, after learning that the teaching emphasis of junior high school history is different from that of senior high school history, the author makes appropriate adjustments in daily teaching, so that students can gradually transition from political history and economic history to cultural history. For students with poor history foundation in junior high school, appropriate guidance programs are formulated to realize targeted teaching, and the contents to be learned after class are pointed out. After a period of time, I found that my academic performance has improved obviously, and the gap with my classmates with good foundation has gradually narrowed. Second, contact the thinking of senior high school students and pay attention to the cultivation of historical thinking ability. The level of understanding and application of history courses in senior high schools is higher than that in junior high schools. To make a good connection between junior and senior high school history teaching, we should pay attention to the cultivation of historical thinking ability in senior high school history teaching.

For high school history teaching, it is necessary not only to let students master the necessary historical knowledge, but also to strengthen students' ability of analysis and generalization, so that students can know how to extract historical knowledge in the process of learning historical knowledge. In order to achieve this goal, we should do the following: First, pay attention to the use of classroom discussion. The new curriculum reform requires students to become the subject of teaching, teachers to become the object of teaching, and then give practical guidance to students. Therefore, in high school history teaching, teachers can let students learn and understand history knowledge through classroom discussion, which is also an effective way to cultivate students' historical thinking. Secondly, the correct use of junior high school history textbooks, allowing students to link junior high school history knowledge with senior high school history knowledge, and allowing students to talk about valuable issues can also effectively promote the connection between senior high school history and junior high school history.

In short, the new curriculum requires promoting students' all-round development. In order to meet the requirements of the new curriculum, junior high school history teaching should be linked with senior high school history teaching. Although their levels are not the same, their ultimate goal is the same, both of which are for students to master more historical knowledge. There are some differences in history teaching between junior high school and senior high school, which affect the teaching convergence and the improvement of students' academic performance. In view of this situation, this paper puts forward some solutions, hoping to bring effective reference to history teachers in junior and senior high schools.

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