A Study Of Junior High School History Textbook Value Orientation

Textbooks are an important presentation of the new curriculum and the values of the control of intermediary countries. In addition to teaching knowledge and skills, the history textbooks also have a certain degree of particularity. The history textbooks which are an important source of general national universal history represent a view of history and national rulers stand. And a country using the history textbooks declared its legitimacy through the government approval and enacted national sovereignty of the people important tool legitimacy of its national rule. Therefore it plays an important role in the history textbooks of National Education. This paper selects the People’s Education Press (referred to as PEP), Beijing Normal University Press (referred to as the North Division edition), East China Normal University Press (referred to as China Normal Edition) analyzed three versions research, mainly through the structure and contents, aimed to define what value orientation the history textbooks of Middle school carried under the new round of the national curriculum. The methods used in this study are the literature method,comparative method, statistics law and content analysis method.Firstly using the literature method to clear up the previous studies,then finding useful information and building frame of their research.Secondly using comparative, statistics law and content analysis toanalysis the textbooks in details. Three versions textbooks eachhave its own characteristics. People’s Education Press which iscontrolled by the Ministry of Education obvious political overtones.The North edition and China Normal Edition are the academic units,so they have stronger academic. But the commonality of values ismore prominent. By comparison, high school history textbook’svalue orientation’s changes and trends are shown as follows:Firstly, the interests of the nation-state is the supreme and thepolitical values are the prominent. The history is for the political.The interests of the nation and the country are the first. Thepatriotic education is the main content of history education. So thecountry rich and strong, national unity and ethnic superiority areobvious in today’s history textbooks.Secondly, focus on development of students and humanisticvalues significantly. History textbooks pay more attention tostudents and concern about the development of students. Theeducational function are also changing from the instrumentalvalues to the humanist values.Thirdly, follow up the pace of the times, history textbooks areincreasing interesting in content, typesetting illustrations andactivities. It changes the single rigid and allows students to gainknowledge in rich and interesting situations. Fourthly, professional, adult and academic value orientation arestill exist, north China Normal version prepared especially. Historytextbooks beyond the junior high level cognitive phenomena inlanguage description and story describing. It is an apparentdeparture in educational philosophy.In view of the above conclusions, it leads the author’s thinkingabout writing, teaching and learning in history textbooks. First, inthe preparation, the textbooks should be fully and objectivelypresented as history. One appropriately increases the economicand cultural history of ethnic contents, the other increase theproportion of contacting between China and foreign countries. Forthe tendency of professional, adult and academic, the preparationof teaching content and the learning process should be based onthe psychological development of students. And the textbookshould be reduced arcane academic content and presented thecontent of interesting and easily. Second, In teaching, teachersshould try to avoid instilling incorrect political stance but love themotherland, national unity and the world’s harmonious development.Teachers, making the humanities into the classroom and creatingsituations, should also promote the diversification of teachingmethods. Students use imagination close the history and feel thehistory. Teachers expand student learning and explore the historyof the problem with the actual living space. Third, in terms ofstudent learning, the diversity of history education gives students avariety of resources. So, they should encourage students to learnhistory through different channels. In addition to the textbook,multi-angle and all-round understand the history through the network, such as a variety of unofficial, official history, history andother miscellaneous.