A Comparative Study Of Chinese And American High School History Textbooks

History textbooks play an important role in the national education system as an important medium for transferring knowledge and values to students.History comparative education is also an important part of history education.Due to the differences in the compilation of history textbooks in various countries,the comparative study of history textbooks has attracted extensive attention from experts and scholars at home and abroad.At present,comparative studies on Chinese and American textbooks have achieved certain research results.The comparative study of the two textbooks will not only enable us to fully understand the differences in educational concepts and methods between China and the United States,but also absorb the experience and practices written in American history textbooks to promote our country.The improvement of the teaching level of history classroom.There is a clear difference between the Chinese and American history curriculum standards.China 's new version of the high school history curriculum standard proposes the cultivation of five core qualities in history teaching centered on materialistic historical concepts,time and space concepts,historical material evidence,historical interpretation and family feelings.The cultivation of historical thinking ability.The high school history textbooks prepared by the unified organization of the Ministry of Education(hereinafter referred to as the edited version)and the McDougal Littell version of the high school history textbooks in the United States in 2019 are highly representative and authoritative.Therefore,this has also become the main material selected and used in this comparative study.This helps to form an overall understanding of the comparison between Chinese and American textbooks.By comparing the two editions of the textbook system in China and the United States,it is found that the history textbook of China's unified edition has obvious characteristics in compilation and outstanding advantages: First,it has clear guiding ideology and unique narrative methods.The edited version of the textbook takes the historical materialism and dialectical materialism as the guiding ideology,with time as the meridian and major historical events as the latitude.The second is the unique content design and layout.The content of the edited textbook reflects both ancient and modern times,and the form requires that the Chinese and foreign be separated.Each volume is accompanied by a chronology of historical events;third,to ensure the authenticity of the historical materials and the standardization of their use.The whole book insists on quoting from history,and citations should indicate the source;fourth,focus on educating students on marine consciousness,border consciousness,and national unity and progress.These features and advantages are not available in the American textbooks.In the section of the Industrial Revolution,through the comparison of the content structure of the two textbooks,it was found that both of them completely expressed the content of the Industrial Revolution.In terms of the text system and the text auxiliary system,the edited version of the high school history textbooks focuses on outlines and brief descriptions of historical events,but the background and impact of historical events are very complete and detailed.At the same time,it also pays attention to the structural improvement and the cultivation of students' core qualities in history.The American textbook writing method emphasizes flexibility and change.A large number of pictures and historical materials are used in the text of the text.This is the main difference between the two editions of textbooks.In fact,the main reason for this difference lies in the national conditions of the two countries,especially the differences in political systems,cultural traditions,and ideologies between the two countries.This has also caused differences in the history curriculum standards of the two countries and differences in curriculum evaluation methods.The similarities and differences in the compilation of history textbooks between the two countries have important implications for the advancement of history classroom teaching: on the basis of inheriting and carrying forward the advantages of the compilation of history textbooks in China,we should properly draw on the unique methods of American textbook compilation,and improve the language narrative in textbooks Methods,increase the use of maps and charts,and increase the use of original historical materials.In short,a comparative study of the differences in the compilation of history textbooks between Chinese and American high schools helps to further clarify each other's strengths and weaknesses.Only in this way can we strictly abide by the curriculum standards in history classroom teaching,learn from each other's weaknesses,optimize teaching cases,make theoretical research and practical teaching breakthroughs in practical teaching applications,and lay a good foundation for creating a more complete,efficient and innovative history classroom basis.