The Influence Of The Categorization Of The Historical View Of Class Struggle On The History Textbooks Of High School

Middle School History Textbook Construction is affected by many factors, and the concept of history is one of the important factors. History class struggle after the founding of the PRC has a long-term impact on China's middle school history teaching and has a major impact on middle school history textbook construction. After the Third Plenary Session, with the launching of ideological emancipation and work to set things right, History class struggle showed declining trend, and its influence on the Middle School History Textbooks weakened. Especially the basic education curriculum reform was conducted in our country at the beginning of the 21st century, which is a full range of clearing for the History class struggle of high school history textbooks. This paper is to explore the history curriculum reform in high school history textbooks of the History class struggle's achievements and existing problems and then to building high school history textbook into words and ideas, and also giving suggestions for high school history teacher correct use of teaching materials.Since the 2003 edition,2007 version PEP high school history textbook, respectively before and after the enactment of the new curriculum reform, the change between the comparison, can show in the history of class struggles decay and the background, the new curriculum reform affect the history of class struggle of the construction of the high school history teaching material removal, and analyzes the achievements and the existing problems.This paper falls to the four parts as follows:The first chapter is an introduction, including the presentation of questions; the significance of the selected topic; the objectives, methods, innovation points of the research, and finally discussing the research results related to this paper.The second chapter involves the concept definition of history view and textbooks; the distinctions and connections between the class struggle view of history and historical materialism. Meanwhile, by analyzing the related statements associated with the class struggle view of history that secondary schools history syllabus or curriculum standards in all stages after the foundation of PRC and sorting out the development skeleton of the class struggle view of history in the secondary school history teaching, indicating that the development tendency of class struggle view of history has experienced three stages in the field of the secondary school history course:from development to abnormal development and finally to gradual decline since the founding of PRC. And in this way, the related concepts have been clarified.The third chapter is the main part of this article. The author starts from the influence that the gradual decline of class struggle view of history had on history textbooks and then elaborates on four perspectives:the increase or decrease of the content; the alteration of textbook writing style; the change of comments on major historical events and historical figures and the shift of historical narrative way. Therefore, the comparison of the 2003 edition and the 2007 edition of PEP high school history textbook before and after the new curriculum reform is made and finally the achievements and problems of altering textbooks are also investigated.The fourth chapter mainly reflects on the problems found in the third chapter and making slight proposals to the construction of textbooks and teaching. Thus it focuses on problem-solving. This chapter mainly explains the application of new history view after the class struggle view of history was eliminated from history textbooks, and reflects on the hyper-correction (after the new curriculum reform) of peasants uprisings, the ancient Chinese ethnic relations, and Africa and Latin America colonized people's anti-colonial activities ancient China which reflect the class struggle and new textbooks are still in some ways fettered by the class struggle view of history. And finally, slight suggestions are put forward as for how teachers can make correct use of the textbooks and build teaching materials.