In the construction of history curriculum system in ordinary senior high schools, we should not only pay attention to the connection with junior high school curriculum, but also avoid simple repetition and follow the law of history teaching in senior high schools. In the choice of content, we should adhere to the foundation and the times, closely link with real life and social development, and pay attention to students' life and all-round development.
The curriculum of history in ordinary senior high schools embodies diversity, which provides students with more choices of studying history from multiple perspectives, levels, types and forms, and contributes to the healthy development of students' personality.
The design and implementation of history course in ordinary senior high schools is conducive to the change of students' learning style, advocating students' active learning, giving full play to students' subjectivity, enthusiasm and participation in a diversified and open learning environment, cultivating students' ability to explore historical issues and scientific attitude of seeking truth from facts, and improving students' innovative consciousness and practical ability.
The design and implementation of history course in ordinary senior high schools is conducive to the renewal of teachers' teaching concepts, the change of teaching methods, the flexible use of diversified teaching means and methods, and the creation of necessary preconditions for students' autonomous learning.
The design and implementation of history curriculum in senior high school is conducive to the perfection of history teaching evaluation, forming an evaluation system with the goal of evaluating students' comprehensive quality, and fully realizing the function of history teaching evaluation.