The Comparative Study On History Curriculum Standards Of China Between Japan In The Stage Of Junior Middle School

The research level and practice effect of the history education of Japanese curriculum standard for social studies are always in the worldwide leading position,which grabs attention from scholars in Asia and other regions in the world.Also,it became a popular object of research by scholars as well.To better understand history education in Japanese junior middle school,a significant method is to study its “National Guideline”(which is similar to “Curriculum Standard” in China)announced by the Ministry of Education,Culture,Sports,Science and Technology of Japan(MEXT).In 2017,the new version of the guideline,which continued to implement the concept of “The Power of Living”,emphasized the importance of nurturing students' competencies.In the mean time,active,communicative,communicative and deep learning methods should be used to innovate teaching style,based on the idea of “active learning”.These changes are the results of implementing the advanced educational ideas and concepts into the education of history courses.The initial idea of this implementation was generated by the reform of Basic Education in Japan in the first 2 decades of 21 st century.In this dissertation,the contents of the Chinese Compulsory Education History Curriculum Standard(2011 edition)and the newly promulgated Japanese National Guideline(Ping Cheng 29 edition)are taken as the main research objects,and using research methods like literature analysis,case studies and on.The theoretical value and practical experience of the Japanese New Curriculum Standard in favor of the development of junior middle school history education in China are investigated.There are four chapters in the following.The first chapter summarize the formation and characteristics of the current Japanese junior middle school history curriculum standards.On this basis,the text content of history curriculum standards in junior middle school between China and Japan is compared and analyzed.In the second chapter are mainly compared and studied the knowledge and ability objectives,methods and process objectives and emotional education objectives of history curriculum in the two countries.In the third chapter mainly compared and studied the content arrangement,content characteristics and content treatment suggestions of the two countries' history curriculum.In the Chapter IV,the author selected the case of Mr.Tetsuro Mizutani from Matsubara Junior High School(Kasatsu City,Shiga Province,Japan)and his course of “Commenting Meiji Restoration”.The article will also discuss the experiences he can provide some useful experience and enlightenment for the development of junior middle school history curriculum standards through the comparative study of the full text.