Research On The Teaching Of National Identity In Compiling History Textbooks For Grade Seven

This paper takes the seventh grade history textbook compiled by the Ministry as an example to study the ethnic identity in the Chinese ancient history textbook.Taking ethnic identity as a breakthrough,this paper discusses the curriculum standards and national policy requirements,the content distribution of ethnic identity in junior high school history textbooks as well as the problems and solutions of ethnic identity in junior high school history teaching.This paper consists of four parts,each of which is related to each other and details the subject from different angles.The first part is an introduction,which explains the research status of the subject and describes the practical significance of ethnic identity for realizing the great rejuvenation of the Chinese nation.It has practical significance for teenagers in compulsory education to form a correct national outlook and strengthen their ethnic identity.In the second part,The author describes the new policies put forward by the Party and the government based on the national conditions since the 18 th National Congress,such as national identity is the foundation of national unity;Speed up the development of ethnic education;To set up a correct national outlook,these policies have greatly guided the direction of teaching,which is enough to show the importance the country attaches to the education of national identity.Therefore,the author further analyzes the significance of national identity in junior high school history teaching,which is an important way to realize the goal of history curriculum.It is conducive to strengthening students' national identity and safeguarding national unity.Ethnic identity plays an important role in the development of ancient Chinese history.In the third part,The author analyzes the contents of national identity proposed in the curriculum standards of junior high school and senior high school respectively,which are reflected in the nature,objectives and contents of the curriculum,highlighting the research subject of this topic.These ideas permeate the history teaching materials with rich and varied contents.Through the comparison of curriculum standards between junior and senior high schools,frontline teachers can draw on each other's strengths,learn from each other,and gradually cultivate students' national identity.Moreover,the national identity problems in junior high school textbooks are sorted out and their setting purposes are analyzed one by one.After grasping the overall situation,the students have a clearer understanding of the textbooks.In the fourth part,through the examination of the history class in junior high school,the author thinks that there are some problems in the teaching of ethnic identity,for example,their teaching forms are single,which leads to the students' failure to resonate with each other emotionally.Besides,some teachers lack of knowledge,thus,the students fail to have a overall understanding of the unification of a multi-ethnic country.Also,teachers' teaching is out of step with current politics,and students have failed to understand the practical significance of ethnic identity.On this basis,the author puts forward an improved teaching strategy,that is,teachers should adjust their knowledge reserves in time,and through creating situations,activity experiences,inquiry-based learning,political education to achieve the organic combination of "teaching" and "learning";as well as fully explore history teaching resources,especially local teaching materials,which is closer to the life of students.In order to achieve the purpose of teaching,the author hopes to cultivate students' undefined sense of ethnic identity and promote the development of history teaching.