A Comparative Study Of The Contents Of The Late Qing History In The History Textbooks Of Chinese And American High Schools

As the most important carrier of knowledge in history teaching,history textbooks are the basis and premise for the development of history education,as well as the main text reflecting the direction of national education,representing the national will and the basic spirit of subject education.The comparative study of history textbooks as the entry point is significant in subject education research,through which people can learn the core values of civic education in different countries.Both in the Chinese and the American high school history textbooks,"the history of the late Qing Dynasty" occupies a large space and an important position.However,the selection of knowledge points,material citations and statement of views in high school textbooks of the two countries have their own distinctive characteristics.The comparative study of textbooks with "late Qing history" as the entry point is undoubtedly a good perspective to understand the concept,method and characteristics of history education in Chinese and American high schools,and an effective way to ensure that China's history education is based on its own characteristics and national conditions,and to learn from other countries' excellent education methods and ideas.To guarantee the validity of the research,this paper selected the representative and influential textbooks in China and the United States,namely the McGraw-hill companies in the United States in 2017 published "the world history and geography of " and the Chinese people's education press in 2007 published the history of the compulsory teaching material as a comparison,to illustrate the "late Qing history" the teaching material content as a comparative study of object of analysis.This paper is divided into four parts.The first part gives a brief overview of the two versions of Chinese and American history textbooks,presenting the main ideas and basic characteristics of the two versions from the perspectives of writing background,writing style and writing genre.The second part is to compare the "late Qing history" in two different versions to explore the similarities and disparities in selecting methods,material construction and argumentation by anylyzing the historical stories,the statement methods of history,and the argumentation of historical materials,and finally to study the features of history concept,theme preference and technical route in compiling.The third part is for the text auxiliary system in the column settings,after-class exercises for comparison,mainly highlighting the Chinese and American teaching material tool features.In the fourth part,on the basis of thinking deeply about the reasons for the differences between Chinese and American textbooks,the author tries to optimize the compilation and the use of textbooks by drawing on the experience of compiling textbooks in the United States.