| This paper analyzes the content of "Industrial Revolution" in Chinese high school history textbook and McDougal Littell high school history textbook.From the textbooks,this paper compared the function of the textbooks,setting up,the text narrative framework,and language expression,analysis of relevant historical conclusion "industrial revolution",by comparing and summarizing two versions of textbooks to the student ability cultivation,knowledge organization form,the characteristics of the national cultural identity,finally gives Suggestions for the writing of the history textbook in our country.This paper mainly contains the following three chapters:The first chapter interprets and analyzes the history curriculum standards of China and the United States respectively,aiming to explore the guiding requirements of the history curriculum standards of the two countries on the compilation of history textbooks,so as to analyze the compilation ideas of the history textbooks of the two countries.It also analyzes the different requirements of the two editions of history textbooks on the content of "industrial Revolution".The second chapter firstly analyzes and compares the text system and auxiliary system of the industrial Revolution in the unified edition and the McDougal Littell edition in a more comprehensive way,and concludes the differences in the compilation of history textbooks in the two countries.On this basis,the historical facts and conclusions of "industrial Revolution" in two editions of textbooks are analyzed.The third chapter summarizes the characteristics of the compilation of the unified edition and the McDougal Littell edition,and discusses the differences in the cultivation of students' ability,content organization and selection methods,and national cultural identity between the two editions,so as to provide Suggestions on how to better cultivate students' history subject ability in Chinese high school history textbooks. |
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