Three Versions Of High School History Textbooks On The History Of The Late Qing Dynasty

With the implementation of "new curriculum standard" reform, the compiling mode of history teaching material in senior high school has changed from "single syllabus and single book" to "single standard and several books"; thus there is difference between various editions of teaching materials, which brings the advantage that teaching materials become much richer than before under the mode of "single standard and several books" and provides more resources and spaces for choice to actual teaching activities. Meanwhile, it also makes requests for the quality of each edition of teaching material. Therefore, an increasing number of comparative studies of history teaching material in senior high school took place in the academic circle.On account of this, this paper takes the three editions in all current history teaching materials in senior high school including Yuelu edition, PEP edition and People edition as examples, and "the history of ideology in late Qing dynasty" in these three editions as the object of the study. And then the author makes a comparative study between the difference of these three editions of teaching material in content and form.The main body of this paper is composed of three parts.Based on the requirements of "the history of ideology in late Qing dynasty" in the new curriculum standard, the first part concludes the clues of knowledge in "the history of ideology in late Qing dynasty". And then, taking this for reference, this paper makes comparisons between the discussion form and content selection of the knowledge about five "history of ideology in late Qing dynasty" including "early enlightenment thought", "westernization thought", "reform thought" and "democratic revolution thought" in three kinds of teaching material by the methods like classification and comparison, and data statistics.According to the result of the comparison between the discussion form and content selection of "the history of ideology in late Qing dynasty" in three teaching materials, the second part concludes the differences, similarities and characteristics of these three teaching materials. In form, all three kinds of teaching material adopt the compiling method integrating hieroglyph combination, subject content and assistant part as a unite; and in content, all these three editions give a feedback to the requirement of "new curriculum standard" on teaching content; furthermore, some contents even puts forward the history viewpoint of modernization. While as for the differences of these three editions lie on the linguistic style, the quality of quoted materials and the arrangement of knowledge structure.On the basis of the result of the comparisons above, the third chapter presents some parts which need to be improved in the discussion of "the history of ideology in late Qing dynasty" in the three editions, which are reflected in the following three aspects: the problem of the format, the problems of selection of knowledge, and the problems of expression. Moreover, combining with the result of the academic research on "the history of ideology in late Qing dynasty", this chapter presents three suggestions to the compiling of "the history of ideology in late Qing dynasty", which include three aspects: absorb academic achievements, optimize the application of historical materials and improve the knowledge system.