A Comparative Study Of The New And Old Junior Middle School History Textbooks

History textbooks are an important carrier of history teaching and a text to conveys theoretical knowledge.Along with the development of social economy,education has attracted more and more attention.A new round of basic education reform has been implemented.According to the requirements of education development reform and the curriculum standards of the 2011 edition of junior high school history,the new version of junior high school history textbook was officially put into use in the autumn of 2016.In order to give full play to the advantages of the new version of textbooks,it is of practical significance to compare and analyze the changes of the old and new versions of textbooks.Therefore,this paper summarizes the features of the new version of the textbook by deeply studying the changes of the text system of the old and new version of the textbook and its auxiliary system,and combining with the author's internship experience in Hongtong No.2Middle School in Shanxi Province,so as to provide a reference for the first-line history teaching.This paper makes a comparative study of the new and old junior high school history textbooks from the following five parts:The first chapter comprehensively analyzes and summarizes the article from the reasons of the topic selection and the meaning of the topic,as well as the research status of the textbook,the research content and method of this article,and the innovation.The second chapter mainly compares the new and old curriculum standards in the history of compulsoryeducation.The new curriculum standards emphasize the concept of educating people,which further reflects the new concept of cultivation in the new era.It is the further development and improvement of the old curriculum standards,paying more attention to students.The cultivation of historical core literacy provides a basis and theoretical basis for the comparative analysis of the contents of the next textbook;The third chapter takes "Xia Shang Zhou " as an example to compare the texts and texts of the new and old textbooks and the text-assisted system.Through in-depth analysis of the textbook layout and content expression,the paper summarizes the characteristics of the new textbooks: More emphasis is placed on cultivating students' logical thinking ability;emphasizing the basic context of historical development;paying more attention to cultivating students' core literacy of historical disciplines;and arranging more scientific,rigorous,and time-series.The fourth chapter combines the author's internship in Hongtong No.2 Middle School,using questionnaires and interviews to investigate the current situation of junior high school students using the new version of history textbooks,and summarizes the problems existing in the use of the new textbooks,mainly from the students.The difficulty of material research is increasing,the illustrations in the textbook are not easy to understand,and the introduction form before class is boring.The fifth chapter finds the inadequacies through field investigation,and combines the data results of the survey to propose specific implementation suggestions for the use of the new textbook.In teaching,teachers should train students to use "history materials" to study history,to lead students to understand analytical pictures,and also to use a variety of teaching methods and means to teach,effectively link the old and new versions of textbook knowledge points.In the last part,in order to better practice the implementation suggestions proposed in the optimization of the new history textbook,this paper takes the first class of the seventh grade“Xia Shang Zhou ” as an example to provide teaching suggestions for the first-line history teachers.