The Reform Of China Mainland Middle School History Textbook At The Beginning Of 21^st Century

Since the autumn of 2004, a great reform was carried on to the middle school history textbook in China, comparing to the original textbook, no matter on the content or on the mode, there were tremendous changes, which had attracted extensive attention in the history educational circles, since the 4 version experimental textbooks were put into use in each province (Guangdong, Hainan, Shandong, and Ningxia), there are many research fruits. Base on the reference to the existing study result of predecessors, and through the comparison of the new and old version of curriculum standard, teaching outline, textbook, and each version textbook, this thesis is for the proposal of analyzing gain and loss of this reform and try to put forward some suggestions to textbook compiling.This thesis is divided into three parts: preface, body text, conclusion.The preface briefly introduces and inducts the study fruit to the reform in the history educational circles, and elaborates about the reason of study.The body text is organized in three chapters.Chapter one analyzes the reform between 'curriculum objectives' of new curriculum standard and 'teaching proposes' in original teaching syllabus, by comparing the followed three objectives: knowledge and capability, procedure and method, emotion attitude and the point of value; elaborates the change on the content of new curriculum standard base on the analysis of reform on objectives; at last, points out these reforms reflected the change of historiography and education attitude, directed and deeply affected the textbook compiling as well.Chapter two compares the new and old version history textbook on mode and content, with the examples of 2003 version traditional textbooks and 2007 version new curriculum experimental textbooks, both from People's Education Press, base on the comparison, discovers the achievements gained and existent insufficiency of the reform, and the new challenges faced with.Chapter three makes an overall comparison among the 4 version new textbook, elaborates the advantages and disadvantages of each version, and indicates that these relative merits can be the reference to perfect each other.Conclusion sums up the gain and loss of the reform, and tries to propose some suggestions to textbook compiling.