Reach On Contentious Content Of 100 School Of Thought In Middle School History Text Since 1949

History textbook plays an important role in the media for teachers and students,in which reflects the will of the country and represents the country's expectations for young people.Excellent traditional culture is an indispensable part of the history of culture in history teaching and a key link in the compilation of history textbooks.Under the background that our country attaches great importance to traditional culture culture education,it is of great modern signification and practical value to explore the expression and changes of textbooks on traditional culture and put forward optimization suggestions.“The contention of hundred schools of thought ”is an ideological emancipation movement in the Warring States Period.They are represented by “Confucianism,Taoism,Legalism,the most important foundation for Chinese traditional culture.Different versions of historical textbooks have different opinions on“the contention of hundred schools of thought”and its ideological evaluation.This paper takes the representative history textbooks from 1949 to2001 as the research object.Through the methods of literature collation,text analysis and comparative analysis,it makes an analysis and comparison of the narratives of Confucianism,Mohism,Legalism,Taoism and Militarism in the textbooks,and explores how the expression of“hundred schools of thought contend”in the history textbooks of junior middle school after the founding of the People's Republic of China has undergone changes and changes.The reasons for this change and pros and cons of it are reviewed to provide reference for the improvement of history textbook.The introduction part mainly expounds the reasons for the writing of this article and the significance of the study,makes a general analysis and evaluation of the compilation of traditional Chinese culture and the study of “the contention of hundreds of schools of thought”,and points out the innovations and research methods of this artical.The first three chapters are divided into three time points,namely,the founding of New China,the "Cultural Revolution" and the reform and opening-up.They analyze and compare the narratives of "hundred schools of thought contention" in different versions of historical textbooks in 1949-1965,1966-1976 and 1976-2001 respectively,and summarize the characteristics and reasons of the contents of "hundred schools contention" in different versions of textbooks.Chapter IV summarizes the changes of "hundred schools of thought contending" in different versions of history textbooks from 1949 to 2001,analyses the factors that influence the narration of the event,reflects on the compilation of textbooks,and provides some suggestions for history teaching.