Comparison Of The Core Elements Of The High School History Curriculum Implementation Between The America And China Since The 21st Century

Along with the continuous reformation of history education in high school, the domestic scholars and front-line teachers should not only conclude the history education experience of their own countries, but also need to actively absorb other countries’ experience. This article selects the history course of the American, which is the most representative, as a comparative object to make the four core elements of the history curriculum — the point of basic premise, starting point, the selection of curriculum objectives, curriculum content, curriculum implementation, curriculum evaluation between the different curriculum standards between China and the United States, hoping to provide references for the reformation of Chinese middle school history curriculum.This research will be divided into four parts.The first part: introduction. According to the historical course of China and the United States, study the implementation of the status quo analysis, determine the four dimensions of comparison, guidance for the study.The second part is the analysis of the historical course of China and the United States, which is the core elements of curriculum implementation, and focus on the curriculum goal, curriculum content, curriculum implementation and curriculum evaluation. It also has discussed the relationship between the importance of the four curriculum implementations.The third part includes four parts. First of all, it analysis the curriculum goals of middle school history curriculum between China and the United States, which is mainly related to the goal knowledge, ability training goals and emotional attitude and values education goal of the history curriculum between the two countries, and is to solve the problem of "how to teach”.The content of history curriculum reflects the history curriculum goal. Through teaching and learning of the contents of the history curriculum, teachers can complete the historical teaching task and achieve the goal of history education. So the second part focuses on the differences of the history curriculums between the two countries, which is to solve the problem of "what to teach".Then, it compares the main curriculum implementation methods of the two countries. It mainly introduces the learning mode and the method of curriculum implementation of the United States—role playing. It is to solve the problem of "how to teach”.Finally, this paper discusses the differences of the homework of the history curriculum on the topic, design thoughts and proposition skills. And then it wants to find out the causes for the gaps, At last, it talks about the perspective of students’ autonomous learning, with the principle of "take the student as the main body", to explore "how to evaluate".The fourth part is the conclusion. The comparison of the four core elements between China and the United States helps to put forward concrete suggestions for Chinese high school history curriculum reformation.The fifth part: conclusion. Overall summarized the content of the present study, puts forward some problems worthy of further study and research to provide reference for later generations.