A Comparative Study Of The Two Countries In Middle School History Textbooks

History Education, National Education has always been an essential part of many countries regard the history of education as a tool to further enhance people’s sense of belonging and a sense of honor and national cohesion. So, history textbooks is to complete the teaching of history, the history of education and implementing the most important function of the media, through the analysis of the content of textbooks, you can learn how to educate and political, ethnic and cultural show their identity, and the impact caused by the wording.In teaching high school history curriculum, teachers teaching history textbooks is the basic virtue, is the main tool for students to learn history. Textbook writing, the choice of whether science, properly, in line with the teachers "teaching" and students "learning", is an important carrier to complete the teaching of history, full of history and to do with the educational function, purpose and development trend reflects the history curriculum.Then, by comparing the observed high school history textbook writing style of different countries, structural settings, content selection, we will find that in addition to learn from each other outside of textbook writing experience, there will be a windfall.Development of Chinese education in Malaysia through twists and turns, so far, 190 years of history. Local Chinese insist on ethnic equality, the principle of equality of language to Chinese as the main medium of instruction in Chinese schools, long before the founding generation of Malaysia. In 1961, the founder of the Malaysian Chinese Chinese independence and self-raised funds, independent management, was forced to separate from the national education system. Up to now, the country has 61, 2012 the number of students reached 700 million people, is the Malaysian Chinese education as an important force. Alone in the textbook committee will be organized by the Independent in writing, after three revised history textbooks, this paper uses a third set of textbooks, and a comparative study with the existing PEP high school history textbooks in China.We found that the two countries share a common history textbook teaching objectives, namely to study and learn about the history of the Chinese nation, inherit and carry forward the fine Chinese culture. China occupies in the history of history textbooks alone in a large proportion, such as Chinese history curriculum high school history in the form of specialized independent creation, academic year. This is significantly different from other countries, is rare in high school curriculum in all countries. In addition, by comparing the two style high school history textbook structure, content selection, we found only in Chinese history textbooks remain behind style, content too difficult, complicated phenomenon, which greatly increased the burden of student learning. After high school history textbooks of many reforms, progressive style structure is more adapted to teaching law secondary education, will help improve student learning enthusiasm and fun. In addition, from which we found that the concept of independence in writing history textbooks are based on a national basis loyal to Malaysia, Chinese Democracy, the nation’s struggle. In the national culture, psychologically positive identification of Chinese culture, carry forward the Chinese culture. Does not conflict with national identity, the Malaysian government to take the repression of Chinese education, assimilation of ethnic Chinese as "the nation" policy is overly worried, is not conducive to national development, national unity.