New Elevation In History Textbooks (compulsory) Trends Of Content Into Daily Life

With the deep reform of the basic education curriculum, more andmore attention is being paid to the research on textbooks and they arebeing made increasingly life-oriented. Based on the four editions of thehistory textbooks for senior students (RenJiao, Yuelu, Renmin andDaxiang), this paper gives a full analysis of the textbooks’ tendency tobecome life-oriented.The paper is composed of six parts. The first part introduces thedefinition of the textbooks’ being life-oriented and the significance ofthe research on it as well as the current situation. The second partanalyzes the reasons, theories, and reasonability of making thetextbooks life-oriented according With the deep reform of the basiceducation curriculum, more and more attention is being paid to theresearch on textbooks and they are being made increasinglylife-oriented. Based on the four editions of the history textbooks forsenior students (RenJiao, Yuelu, Renmin and Daxiang), this paper givesa full analysis of the textbooks’ tendency to become life-oriented.The paper is composed of six parts. The first part introduces thedefinition of the textbooks’ being life-oriented and the significance ofthe research on it as well as the current situation. The second partanalyzes the reasons, theories, and reasonability of making thetextbooks life-oriented according to the educational function of history,the development of the historiography, psychology and pedagogy.The third part puts forward the shortcomings of the old edition of thehistory textbooks for senior schools caused by the political ideas,examination-oriented education system, the compilation of the historytextbooks and the inaccurate awareness of the educational aim ofhistory. The fourth part compares the new edition of the historytextbooks for senior schools and its old edition from the changes of curriculum criterion and the teaching plan, the structure, contents andthe expressions, showing the obvious tendency of the textbooks’ beinglife-oriented. The fifth part is on the teaching and learning under thistendency. First it analyzes the situation of students, studies the tendencyand then explores the necessary qualities of history teachers andcorresponding teaching techniques. The last part gives some thoughtsand suggestions. For the compilers, they should have correct guidingprinciples to make the history textbooks life-oriented; for history teachers,they should exploit the contents related to the real life in the books,improve their teaching method, thus making up for the lack of thelife-related contents in the books.