Junior High School History Textbook Illustration Study

With the change of social development in China in the new era,our investment in education is also increasing,and the corresponding educational reform has been further promoted.In 2001,the compulsory education curriculum standard(experimental manuscript)came out,which also meant that the guiding outline for junior middle school in China's history curriculum reform officially came into the new century.With the enhancement of comprehensive national strength and public education to enhance the quality requirements,since twentieth Century at the beginning of the new curriculum reform is to further deepen,so in 2011 the Ministry of Education issued the "compulsory education curriculum standard(2011)",put forward a new design to further deepen the curriculum reform of history teaching in junior middle school.Designed on the basis of the two years of the new curriculum standard curriculum PEP and one junior high school history textbooks in the.The study object of this paper is compiled and the new curriculum pep in illustration.In the study,the main purpose is through material selection,comparison and the unified new curriculum PEP illustration position framework,content classification and so on to compare with the two invariant illustrations,this study will contribute to the use of the national junior high school history textbooks teachers understand Illustrations: in the utility value,to better serve the teaching work of the teachers.In the course of the study,the statistics of the total number of processing two versions of the illustrations and frame number change data;and then by comparing the ratio of different types of illustrations in between the two versions,and finally through the two invariant illustrations between summed up the inheritance spirit of the new curriculum teaching edition illustrated people concerned this textbook in the book,by two illustrations to explore new characteristics and new trend of unified textbook illustrations of the new concept of teachers based only on the unified textbook materials thoroughly understand new illustrations and illustration changes reflected on the history of teaching activities to support authentic and vivid for junior middle school the teaching of history.This paper is divided into four parts.The first chapter is the introduction part,mainly describes research background,research review,research methods and innovations;the second chapter from the illustration in the two versions of the textbook position for comparison,namely comparative cover,unit bar,course introduction,expand after-school activity classes,appendix illustration;the third chapter the view of classification of illustrations for comparison,the comparison of two versions of the historical maps,historical relics,character portraits and historical scene map,model reconstruction;the fourth chapter is a comparative study concluded that,originally illustrations based on inheriting the new curriculum teaching on innovation.Based on the predecessors' research in the first chapter,through the analysis of the content-level headings in Chapters 2 and 3,we use the reasons to reveal why the illustration contrasts will change.We use inheritance and innovation to reveal new features of illustration changes.Through combing to help the use of illustrations in specific historical teaching.