The Curriculum Factors Of The Change Of History Textbooks In Primary And Middle Schools Since The Founding Of The People 's Republic Of China

Textbook is the media of spreading human civilization and shaping the social mainstream values. As a carrier of historical knowledge and educational tools, history textbooks of middle and primary school also reflect the educational value pursuit of every age. In early years of the founding of PRC, history textbook of initial period inherited the Soviet knowledge system in the structure. At the same time, the history textbook emphasize highlight class will and political appeal of the new regime in three aspects, which is patriotism, communist morality and labor consciousness. Thus, the history textbook used the most intuitive and simple compilation mode to realize the integration of the national rule will and the discipline of the public ideology. In the early period of "Education revolution", the history textbook compressed textbook page and improved the learning difficulty in the pattern. It also overthrew the dynasty system and compiled high grade history knowledge in the content. The history textbook compilation presents a "great leap forward" style of "fast" and "simple". During the "Cultural Revolution", the political propaganda replaced all the knowledge teaching, furthermore, the compilation of history textbooks formed a struggle mode of extremely characteristics of the time. Finally, the textbook is full filled with the quotations from Chairman Mao, and try to create an atmosphere of the red revolution. First, selection of content stressed the "class struggle" and "criticize Lin and Confucius", and full filled with innuendo historiography. Second, the main part of history of China is peasant uprisings and the stories of struggle of anti imperialist and anti feudalism, and the main part of history of world is the national struggles for the liberation and the history of international communist movements. This historical narrative of "revolutionary mode" is not only the lost of historical education, and also the distortion ideological publicity. After the "Reform and Opening", with the ideas of structural curriculum introducing, the compilation of history textbook returned to the narrative mode of educational discourse, and pay attention to the form structure and logical structure of historical knowledge. In addition, the compilation of textbooks made hard efforts in the three aspects of basic structure of discipline, the spiral design, and inquiry learning. Lastly, this kind of compiling style took to construct the discipline structure as the core, tried to constant, universal axiom and rule in the field of knowledge, and make the complex knowledge and information can be simplified and integrated. However, the scientific rationality of purely pursuit affects readability and flexibility of textbook, and meanwhile, also bounded students’ thinking. After the New Curriculum Reform, The writing paradigm of history textbooks complete transmutation, the content of knowledge of the textbook became rich and diverse. The integration degree between different disciplines had gotten further enhance. The organization and presentation of knowledge turned from furnishing to construction. The new era’s history textbook agrees with the essence of postmodern curriculum view, and also completed the change from "teaching materials" to "learning materials".The curriculum conception change from knowledge orientation to the students growth in the sixty years. By the influence of the different views of curriculum, the concept of students and the discourse narration mode in history textbooks also has the corresponding change. In general, there are two obvious trends in the compilation of history textbook knowledge and discourse writing. Firstly, the correlation of subject body in history textbooks gradually becomes stronger. Secondly, the history textbooks form two kinds of written discourse that is educational discourse and political discourse. These two kinds of discourse in the history textbooks appear alternately and game mutually, which is showing trend of normal distribution. The two trends not only reveal the history textbook performance of change, but also is the influence path and action spot of curriculum outlook in the history textbook. The two paths interact complementary and reveal commonly mechanism of influence of curriculum view in the history textbook. What is more, it explains the context and track of history textbook’s evolution.