The Research On Reform Of Secondary School History Course In The Republic Of China

As an important stage of Chinese transition from traditional society to modern society,the education during the Republic of China inherits Chinese traditional education and starts modern education,at the same time,history education in the period of the Republic of China is of great significance in the history of our country,and modern history education has developed rapidly.As a compulsory course in the compulsory education stage,with the establishment of the new school system in modern times,the history curriculum began to be set up independently in the school education of our country.Since then,the history curriculum in the school has undergone a tortuous process of evolution,and in the process of development.Compared with the late Qing Dynasty,the history curriculum in the early period of the Republic of China did not make a great change in terms of curriculum standards,but the school system was reduced to four years,which basically followed the trend in the model and drew on the Japanese history curriculum model,mainly intended to promote the spirit of democracy and republic through history education.The historycurriculum of middle schools in 1922 has changed significantly:middle schools are divided into two levels: junior middle schools and senior middle schools.After the founding of the Nanjing National Government,in order to maintain the Kuomintang rule,represented by Chiang Kai-shek,to teach Education,culture and so on strengthened management,one of the embodiment is the frequent revision of secondary school history curriculum standards in 1929,1932,1936,1940,1941,1948 issued secondary school history curriculum standards,this period of secondary school history curriculum is basically steady change,in terms of content,experienced from general history to special history to general history,is a spiral rise,the content system also keeps pace with the times.After the victory of the War of Resistance against Japan,the Nanjing National Government violated public opinion and launched a civil war,and the turbulent social environment could not provide a stable environment for the development of education,at the same time,the new curriculum standard belt,there is obvious “ anti-Communist and anti-people ” color,through education to maintain the rule,this period of middle school history curriculum has no new achievements,but this turbulentperiod has destroyed the Nanjing National Government's educational achievements for nearly 20 years.With the deepening of history curriculum reform in middle school,we should not only grasp the most advanced teaching theory,but also draw on outstanding historical achievements and avoid weaknesses.Although the history curriculum of middle school in the period of the Republic of China has gone far,it can still arouse our thinking about the reform of the history curriculum of contemporary middle school: the establishment of the history curriculum standard should not be too frequent to ignore the quality problem;the selection of textbook content should take into account the actual needs of students and have social practical significance;the idea of textbook writing should reflect the core accomplishment;teachers should choose different teaching methods according to different contents rather than copy them mechanically.