A Study On The Contents Of Ethnic Unity Education In History Textbooks

In this paper, according to the ministry of education philosophy and social sciences research studies of medium, the moral education curriculum integration [S](host:Weng Tie Hui, start-stop year: 2013-2015) for analysis and research, I am a team member,[the authors of this article participated in the study, the subject is a team member, the specific contents of research, is in charge of national unity consciousness education.] The subject content of moral education can be divided into political identity, national consciousness, cultural self-confidence, citizen’s personality, this article mainly under the national education subject consciousness of ethnic unity and harmony as the research object.Ethnic and national unity of the proposition, has always been the research focus and attention of governments and academics, and himself is from frontier minority areas of minority students, understanding of the party’s national policies and understanding to have the vital experience, feel its important significance, therefore, I am in primary and high schools are teaching materials about ethnic unity education are analyzed, and the content of the study content of national unity education in high school teaching material of horizontal distribution and vertical cohesion in the high school textbooks, the corresponding conclusions.Of three chapters of the thesis, expounds the concrete from the following several aspects.The first chapter concentrates on research topics, the origin of the study, definition of related concepts, the purpose and significance of the study, literature review, research using the method, the research content and innovation and so on are discussed. The second chapter is the unity of the education content to the seven o ’clock junior high school(on), 7(next), 8(top), 8(next), 9(on), 9(below), and high school compulsory,compulsory, compulsory three nine volumes of history textbooks are the classification,screening, statistics, and use charts and other forms, charts to four dimensions by nationalhistory, national policy, the national theory and opposing split to compare, look at the four dimensions in each of the transverse distribution of the number and contents of the book is uniform, the longitudinal on the cohesion of junior middle school and high school textbooks on the quantity and ease whether reasonable, whether there is progressive in cognitive degree. By comparison, it is concluded that for primary and high schools are history textbooks in national unity education content to write a positive place, pay attention to the cultivation of students’ emotional attitude values, for clues to historical events, cultivate students’ innovation spirit and practice ability, and can carry on the extension of historical knowledge, but also has some need improvements, such as on the transverse distribution of four dimensions is not balanced, on the longitudinal cohesion,high school history course module and Zhuan Ti Shi content system, and the content of the junior middle school history straight-line simplicity system there is a distance, on the knowledge system is broken, nor in the cognitive degree relative degree of progressive and rise.The third chapter, according to above analysis, in view of how the national unity education in the contemporary social environment content internalize made some thinking, and in the history books about national unity education content layout put forward some Suggestions for improvement, First on the transverse pay more attention to uniform distribution of four dimensions; Again on the longitudinal reasonable moderate cohesion; According to the students’ cognitive development, in the process of writing teaching materials, it shall be as a whole in the order since the childhood to write the teaching material, for the students’ cognitive level from the concrete operational stage to the formal operational stage provides a smooth transition, in order to improve the quality of teaching.