A Comparative Study Of Exercises Between 2017 Editorial Versions And 2001 Educational Versions Of History Textbooks

The after-school exercise is an important part of history textbooks.It is not only an important tool for consolidating knowledge and evaluating teaching results,but also an important method for cultivating students 'discipline structure and historical literacy.It is well known that the basic education curriculum reform at each stage is related to the contemporary social background,scientific culture,political culture and humanities,and reflects the contemporary mainstream cultural views and values.One of the important components of basic education reform is the revision of textbooks.The 2017 edition of the history textbook for the eighth grade,compiled by the Ministry of Education,was published in April and December 2017,reflecting the spirit of the latest curriculum reform.It reflects the new changes and value orientation of the "Compulsory Education History Curriculum Standard"(2011 edition).The evolution of the junior high school history textbooks since the reform and opening up has undergone a process of diversification,multiple classes,and a unified edition.The current situation of the research is divided into the study of textbook exercises and the comparative study of textbook exercises.The study of textbook exercises started relatively early and the research results were fruitful.The comparative study of textbook exercises started relatively late,mostly the results of master's thesis.However,the research results have little to do with the problem of the 2017 edition of the eighth-grade history textbook.The research object of this article belongs to the academic community.This paper studies the problems to be elucidated and puts forward solving strategies by using the methods of literature,comparison,case law and data statistics.In the text part,this article first summarizes the old and new eighth-grade history textbook exercises set.The author draws on the classification method of Mr.Bai Yueqiao's exercises and classifies them into four types according to the characteristics of the presentation style.For the practice of the 2001 edition of the eighth-grade history textbook,this article believes that the presentation method is the following four types: guided summary style,discussion style,knowledge reproduction style,and social activity style.In addition,the 2001 edition of the 8th grade history textbook exercise of the People's Education Institute is divided into three categories: the level ofknowledge,the level of comprehension,and the level of application.Among them: "guidance summary type" and "knowledge reproduction type" belong to the level of knowledge learning exercises,"discussion type" belongs to the level of comprehension exercises,and "social activity type" belongs to the level of application exercises.Then,this paper summarizes the 2017 edition of the history textbook exercises presented by the ministry of education into the following four types: knowledge consolidation,self-perspective,material analysis,and inquiry.The study found that the number of questions in the 2001 eighth-grade history textbook of the People's Church was from many to fewer: guided reproduction type-social activity type-summary type-seminar type.The number of questions in the 2017 edition of the history textbook for the eighth grade compiled by the Ministry of Education is from more to less: material analysis type-knowledge consolidation type-inquiry type-self-perspective type.This paper also divides the problem into the level of knowledge,the level of comprehension and the level of application according to the differences in the requirements of the four types of exercises for students.By comparison,we found that more than half of the exercises at the application level.This paper also makes a chart analysis of the proportion and variation of the exercises at each level of ability,and analyzes the distribution of the units,the distribution of the exercises after class,the way of asking questions,and the setting of the questions.It is believed that the 2001 edition of the People's Education Society has 24.6 % more questions than the 2017 edition of the Ministry of Education,and the 2017 edition of the eighth-grade history textbook of the Ministry of Education has 26.9 % more questions than the 2001 edition of the People's Education Society.At the same time,the number of exercises in old and new textbooks at the comprehension level has not changed much.From this we can find that the design of the new textbook exercises embodies the concept of "discovery teaching theory."In addition,this paper also studies the teaching design of the exercises in the field of comparison of textbook exercises.In the case analysis section,the characteristics and solutions of the typical exercises of the new teaching materials are discussed in lesson 18 "From the September 18 th Incident to the Xi'an Incident" in the eighth grade and lesson 9 "Revolution of 1911" in the eighth grade of the new teaching materials.Finally,this paper puts forward some suggestions for the teaching design of different ability level exercises.Including: pay attention to the ability tomemorize class exercises and strengthen the foundation;Effective use of comprehension class exercises to strengthen the ability of historical understanding;Digging and using class exercises to cultivate comprehensive ability.The author believes that under the background of new teaching materials and new exercises,first-line teachers need to change their historical teaching concepts.They can not separate the text system and the auxiliary system(after-school exercises).They should be reasonably integrated and form an organic and efficient teaching system.Reasonable choice of after-school exercises for teaching design can make the knowledge transfer of students more effective.As an important part of the new teaching materials,the after-school exercises are designed to fully highlight the requirements of the "Compulsory Education History Curriculum Standard"(2011 edition).For example,emphasizing the diversity of learning methods,paying attention to the foundation of junior high school history education,highlighting student-oriented educational concepts,and teaching students to learn,etc.,are all reflected in the exercises.Therefore,the text content and after-school exercises are the natural whole of the new curriculum standards.If they are used effectively,the ideal effect can be achieved for the cultivation of students 'historical literacy.