历史学科是人文社会科学，使学生感受历史的复杂多变，体悟前人的经验，并逐渐形成正确的价值观、家国观是历史教育的重要内容。历史教育目的的达成需要教师们对教学内容进行正确选取。正确的教学内容不仅能体现新的教育理念，贯彻党和国家的要求，还能使学生在学习历史的过程中逐渐产生人文意识，并激发学生的学习兴趣。 进行历史教学内容的选取必须要考虑两个要素，即历史课程标准、学生的实际情况。2012年教育部颁布了《义务教育历史课程标准（2011年版）》（以下简称2011年版课标），该版课标从历史课程的性质、历史课程的目标与历史课程的内容等方面入手，规定了初中历史教学所要达成的目标与实现目标的途径。2018年《普通高中历史课程标准（2017年版）》（以下简称2017年版课标）也正式面世，规定了高中历史教学要达成的目标和实现这些目标的途径。这两版课标给教学内容的选择规定了基调。 教学内容的选取还必须尊重学生知识积累与认知水平的差异。初中学生刚刚结束了小学阶段的学习，他们的思维仍然停留在感性层面，并且他们的知识积累程度也相对较少。高中学生已经经过了初中阶段的系统训练，历史知识积累程度有一定程度的提升，他们的理性思维也逐渐产生，对历史也有自己的看法。因此，学生学段的异同导致了教学内容选取落脚点的差异。 教学内容根据历史课程标准的异同可以确定出较一致的框架与不同的侧重点，并结合学生的实际情况采用不同的方式或材料将框架与侧重点阐释清楚。当然，这两个学段内容的选取必须要突出历史学科的特点，培养不同学段学生能力的异同。 具体而言，本文共分为两个部分。 第一部分为第一章的内容，探究了教学内容选取的标准，即历史课程标准和学生的知识积累与认知水平。历史课程标准是我们在进行教学选取时内容考虑的首要条件，它从课程的性质、理念、目标和内容等角度提出了历史教学所要达成的目的。学生的知识积累与认知水平也从教育心理学的角度提示我们在进行教学内容选取时必须正视学生的客观情况，实事求是，这样选取出的教学内容才能落地生根，激发出学生的学习兴趣，最终达到历史教学的目的。 第二部分为第二章到第四章的内容，分析了秦汉史单元初高中内容选取的异同。首先根据2011年版课标与2017年版课标的文字描述，确定出内容选取的重点。其次根据初高中学生知识掌握的程度与认知能力的深浅确定采用何种材料向学生阐明史实，即寻找与课程标准、学生水平相契合的史实，对框架内容进行分析与说明。在选取时利用相关史学研究成果，突出历史学科的特点，培养初高中学生能力的异同。 关于秦朝的建立与速崩，初中学生需要掌握的知识是秦统一六国的过程、专制主义中央集权体制的内容与秦的暴政。而高中生经过了初中阶段的学习，需要进一步探究的内容应该是秦取得统一战争胜利的原因、秦体制的特点与运行及秦文化与秦速亡的关系。 关于汉朝政权的稳固与发展，初中学生需要掌握的知识是“文景之治”形成的政治局面、武帝攻打匈奴的丰功伟绩。对于高中生而言，表面的历史现象不足以促进学生能力的提升，因此，文景时期的七国之乱、武帝时期巩固政权的各种措施与西汉的衰败是需要其进一步学习的内容。 关于东汉的建立与衰亡，初中学生需要简要了解“光武中兴”的内容与外戚宦官的交替专权的现象。而高中学生则需要在这些知识的基础之上，进一步了解光武帝恢复政权的措施及意义与东汉时期豪强政治所导致社会矛盾的加剧。

The history subject is the humanities and social sciences, which makes students feel the complex and changeable history, understand the experience of predecessors, and gradually form correct values. The family view is an important part of historical education. The achievement of the purpose of historical education requires teachers to correctly select the teaching content. The correct teaching content can not only reflect the new educational concept, implement the requirements of the party and the state, but also enable students to gradually develop humanistic awareness in the process of learning history and stimulate students' interest in learning. The selection of historical teaching content must consider two elements, namely the historical curriculum standards and the actual situation of the students. In 2012, the Ministry of Education promulgated the "Compulsory Education History Curriculum Standards (2011 Edition)" (hereinafter referred to as the 2011 edition of the curriculum standard), which begins with the nature of the history curriculum, the objectives of the history curriculum, and the content of the history curriculum. The goal to be achieved in junior high school history teaching and the way to achieve it. In 2018, the "General Senior High School History Curriculum Standards (2017 Edition)" (hereinafter referred to as the 2017 edition of the curriculum standard) was also officially launched, which stipulated the goals to be achieved in high school history teaching and the ways to achieve these goals. The two editions of the curriculum standard set the tone for the choice of teaching content. The selection of teaching content must also respect the difference between students' knowledge accumulation and cognitive level. Junior high school students have just finished primary school, their thinking is still at the perceptual level, and their knowledge accumulation is relatively small. High school students have passed the systematic training in the junior high school stage, the degree of historical knowledge accumulation has been improved to a certain extent, their rational thinking has gradually emerged, and they have their own views on history. Therefore, the similarities and differences between the student segments lead to the difference in the selection of teaching content. According to the similarities and differences of the historical curriculum standards, the teaching content can determine a more consistent framework and different emphasis, and use different methods or materials to explain the framework and focus in light of the actual situation of the students. Of course, the selection of the content of these two sections must highlight the characteristics of the history discipline and cultivate the similarities and differences of students' ability in different sections. Specifically, this article is divided into two parts. The first part is the content of the first chapter, which explores the criteria for the selection of teaching content, namely the historical curriculum standards and the students' knowledge accumulation and cognitive level. The historical curriculum standard is the primary condition for us to consider the content of teaching selection. It proposes the purpose of history teaching from the perspective of the nature, concept, goal and content of the curriculum. From the perspective of educational psychology, students' knowledge accumulation and cognition also suggest that we must face the objective situation of students when we choose teaching content, and seek truth from facts. The selected teaching content can take root and stimulate students' interest in learning. Achieve the purpose of history teaching. The second part is the content of the second chapter to the fourth chapter, and analyzes the similarities and differences of the content selection of the junior high school in the Qin and Han dynasties. First, according to the 2011 edition of the curriculum standard and the text description of the 2017 edition of the curriculum standard, the focus of content selection is determined. Secondly, according to the degree of knowledge of middle and high school students and the depth of cognitive ability, what kind of materials are used to clarify the historical facts to students. That is to find the historical facts that are consistent with the curriculum standards and student standards, and analyze and explain the contents of the framework. In the selection, the relevant historical research results are used to highlight the characteristics of the historical subject and to cultivate the similarities and differences of the ability of middle and high school students. With regard to the establishment and rapid collapse of the Qin Dynasty, the knowledge that junior high school students need to master is the process of Qin's unification of the six countries, the content of the authoritarian centralization system and the tyranny of Qin. The high school students have gone through the junior high school stage. The content that needs further exploration should be the reason why Qin won the victory of the united war, the characteristics and operation of the Qin system, and the relationship between Qin culture and Qin. With regard to the stability and development of the Han Dynasty's political power, the knowledge that junior high school students need to master is the political situation formed by the "rule of Wenjing" and the great achievements of the Emperor Wu to attack the Xiongnu. For high school students, the superficial historical phenomenon is not enough to promote the improvement of students' ability. Therefore, the chaos of Seven Countries duiring the Wenjing period, the various measures to consolidate the political power during the Emperor Wu and the decline of the Western Han Dynasty are the contents that need further study. With regard to the establishment and decline of the Eastern Han Dynasty, junior high school students need to briefly understand the content of "Guangwu Zhongxing" and the phenomenon of alternate autonomy of the foreign officials. On the basis of this knowledge, high school students need to further understand the measures and significance of Emperor Guangwu's restoration of political power and the intensification of social contradictions caused by the mighty politics of the Eastern Han Dynasty.