The Comparative Study Between Chinese And American History Curriculum Standard

The humanity already strided in the new century, the globalized tide turbulent comes, to affect the economy, politics, the culture, the education and so on each domain, carefully examined periphery for us the world to provide a brand-new angle of view. The globalization has brought the profound influence for world history's advancement, also has integrated China's development the world track. Facing globalized this time background, our country tradition universal history education, regardless in the curriculum content, raised the value goal aspect to receive the stern challenge, the universal history education only then complied with this historical trend to be able to display fully in the historical education the function. Therefore, the middle school history dominant curriculum reform must innovate, must bold, want the science, becomes a heavy question which the current middle school history educator faces, develops the good and discard the bad is necessary, must therefore absorb and profit from other country the experience, absorbs and profits from other country the experience is very essential. The US since the 1990s, to the elementary education history curriculum standard's curriculum goal, the curriculum implementation and so on various aspects has carried on the reform, has manifested under the globalized time background the American History Educational circles to the universal history education new ponder. This article take the Sino-US country history curriculum standard as a foundation, namely in 1996 the American country history curriculum standard and in 2001 China "the Full-time Compulsory education History Curriculum Standard (Experiment Manuscript)", in 2003 China "the Ordinary High school History Curriculum Standard (Experiment Manuscript)", planned through to the Sino-US Middle school universal history education comparative analysis, obtained is advantageous in advances our country universal history education the suggestion or the experience.This article mainly by the introduction, the main text, the conclusion three parts is composed: The introduction main introduction selected topic reason, the selected topic significance as well as academic circle's research condition, showed that plans research technique which uses. The main text is divided four parts. The first part elaborated the Sino-US country history curriculum standard's making and to the universal history education content's stipulation, the background which, the bare bone forms including the Sino-US country history curriculum standard, based on this and has carried on the comparative analysis and both countries standard to the universal history content stipulation. The second part to the Sino-US universal history education comparative analysis, take the curriculum standard's content as a foundation, has carried on the comparative analysis to the Sino-US Middle school universal history education, has contrasted the Sino-US related universal history curriculum content and the raise goal, the third part of analysis summarizes the Sino-US Middle school universal history education existence different reason. The fourth part is to our country universal history education some ponders. The conclusion part has carried on the induction and the summary to the full text, proposes some useful help by the time to our country elementary education domain universal history education's development...