在新一轮课程改革中，教材体系发生了变化。统编版教材在内容的设置方面，《中外历史纲要》按照通史的体例，以中国史和世界史两条发展线索进行了历史的叙述，按照时间顺序，展现了人类历史演变；而选择性必修教材分成三册，三个主题，主题下有多个专题，按照历史的时序，呈现了中外历史的多方内容，多个领域。在教学方面，课程体系的变化，教材的改革，必修教材是通史的体例，而选择性必修是专题史体例，内容有交叉，不同的体例下，如何进行教学衔接，整合相关内容的教学，从而构建更加庞大的结构性知识体系。本文以涉及“食物生产与社会生活相关内容”的《中外历史纲要》和《选择性必修Ⅱ》的两本教材为研究对象，立足理论与实践，探析《中外历史纲要》与《选择性必修Ⅱ经济与社会生活》的教学衔接问题。叙述了文章的选题缘起和研究现状等，分析了课程衔接的依据即课程标准的要求、认知发展的规律以及历史学科的特点和学生主体性以及适度性两个原则；提出了课程衔接的策略，包括教学内容方面的相互渗透融通教学、教学方法上讲述法与讨论法的切换以及在历史思维方式上学习选择性必修课程时的跨学科学习思维方式，并以《中外历史纲要》和《选择性必修Ⅱ》的教材为例，进行了教材衔接的实例分析，由于笔者自身学术水平能力有限，教学经验不足，参考资料较少等情况，在文中提出一些教学衔接的原则和策略仍待考察验证。

In the new round of curriculum reform, the textbook system has undergone changes. In terms of content setting, the Unified Edition of the textbook "Outline of Chinese and Foreign History" follows the style of general history and narrates history through two development clues: Chinese history and world history, presenting the evolution of human history in chronological order; The selective compulsory textbooks are divided into three volumes with three themes, and there are multiple themes under the themes. According to the historical sequence, they present various contents and fields of Chinese and foreign history. In terms of teaching, the changes in the curriculum system, the reform of textbooks, and the mandatory textbooks are in the general history style, while the selective compulsory courses are in the special history style, with overlapping content. How to connect teaching and integrate relevant content teaching under different styles, in order to build a larger structured knowledge system. This article takes two textbooks, "Outline of Chinese and Foreign History" and "Selective Compulsory Course II", which cover the content related to food production and social life, as the research objects. Based on theory and practice, it explores the educational connection between "Outline of Chinese and Foreign History" and "Selective Compulsory Course II Economic and Social Life". This article describes the origin of the topic selection and the current research status, and analyzes the basis for curriculum connection, including the requirements of curriculum standards, the laws of cognitive development, the characteristics of the history discipline, and the two principles of student subjectivity and moderation; Proposed strategies for curriculum integration, including mutual infiltration and integration of teaching content, switching between narrative and discussion methods in teaching methods, and interdisciplinary learning thinking when learning selective compulsory courses in historical thinking. Taking the textbooks of "Outline of Chinese and Foreign History" and "Selective Compulsory II" as examples, analyzed the examples of textbook integration. Due to the limited academic level and ability of the author, Due to insufficient teaching experience and limited reference materials, some principles and strategies for teaching linkage proposed in the article still need to be examined and verified.