A Comparative Study Of The Content Of International Understanding Education In The World History Textbooks Of Chinese And American Junior High Schools

Education for international understanding is a kind of educational concept that is advocated by UNESCO.With the rapid development of international communication in China recent years,the importance of education for international understanding has been highlighted,especially the infiltration of it in various subjects during the new curriculum reform.Due to the special role history can play in schools such as"patriotic education","humanistic education" and "civic education",the integration of history and education for international understanding is of great practical significance.Learning the content of world history can help students correctly view the relationship between their own culture and that of other countries,cultivate their international vision and improve their basic international communication ability.As an important cultural carrier,world history textbooks also play an important role in the dissemination of international understanding.The United States,as one of the earliest countries to carry out education for international understanding,has their own way to infiltrate contents of education for international understanding in world history textbooks.This paper is based on the existing theoretical achievements of education for international understanding and its disciplines infiltration at home and abroad,while selecting the PEP edition world history textbook for junior high school and the McGraw-Hill edition world history textbook as the two main research objects.Research methods include content analysis,comparative research and other research methods.After combing the characteristics in the induction of education for international understanding content from two countries' world history textbooks,the paper then plans to do a comparative analysis in order to clarify the differences between China and United States from the presentative modes of education for international understanding.we hope to find China's advantages and disadvantages and to obtain some valuable enlightenments.The thesis focuses on five parts:the first part mainly introduces the research background,research significance and research methods.It defines the core concepts and summarizes the existing research results at home and abroad.The second part focuses on the content of education for international understanding in the PEP edition of world history textbooks of junior high school.Guided by the interpretation of education for international understanding in the History Curriculum Standard of Compulsory Education,this paper analyzes the content of education for international understanding in the world history textbook from the three dimensions of knowledge,ability,attitude and values.The third part is the analysis of the content of international understanding in McGraw-Hill edition of world history textbook of junior high school.Based on the interpretation of the National Standards for History and the Common Core State Standards for the Literacy in History and Social Studies,this paper analyzes the content of education for international understanding in the world history textbooks of junior middle schools in the United States from three dimensions:knowledge,ability,attitude and values.The fourth part is to compare the content of education for international understanding in the world history textbooks of two countries.Firstly,we compared the education for international understanding requirements in the relevant curriculum standards of the two countries.Then,we summarize the similarities and differences between the education for international understanding contents in the world history textbooks of two countries from the three dimensions of knowledge,ability,attitude and values.In the fifth part,the author summarizes and draws the conclusion of the study,and puts forward some suggestions to improve the Chinese world history textbooks.