Research On Textbooks Of World History In Middle Schools During The Republic Of China

Based on the extensive collection and analysis of the history curriculum standards of the Republic of China and the textbooks of middle school world history,this article has studied the main characteristics of the compilation of the textbooks of middle school world history at different stages of the Republic of China as a whole,and summarized the internal logic of the changes in the writing,and finally tries Provide reference for the writing of world history textbooks in middle schools today.The research in this article can reveal the track of the development of middle school history education and the changes of social ideological and cultural environment from a macro perspective,as well as the historical education ideas of historical scholars at the micro level.The body of this article is divided into five chapters:The first chapter studies the textbooks of middle school world history in the late Qing Dynasty,and traces the background of the compilation of textbooks of middle school world history in the period of the Republic of China.This article argues that the history textbooks translated by Japanese from the Japanese in the late Qing Dynasty brought the writing content and form of Chinese history textbooks into the orbit of modernization.At the same time,the more representative middle school world history textbooks compiled in the late Qing Dynasty provided examples for the compilation of middle school world history textbooks in the period of the Republic of China.The second chapter studies the textbook of world history in the early years of the Republic of China.With the change of the academic system in the early years of the Republic of China and the promulgation of curriculum standards,major changes have been made in the style,structure,and content of the textbooks of world history in middle schools.The main manifestations are:the formation of the chapter system in the system,the emergence of the text auxiliary system in the structure,and the focus on the political history of European and American countries.In addition,teaching reference books and tutorials have appeared.The third chapter studies the textbooks of middle school world history after the new school system in 1922 and before the 1937 comprehensive anti-Japanese war.This period is a period of overall prosperity for the development and development of the textbooks of middle school world history.The number and quality of textbooks of middle school world history are far superior to the previous period.In the system,the first Chinese and foreign co-editing method,the structure of the text auxiliary system has become richer and richer,the language and text layout in the content is flexible,and the selection of materials is diversified.Similarly,teaching reference books and tutorials have been published far more than before.The fourth chapter studies the textbooks of middle school world history for more than ten years after the 1937 war.In this period,the textbook style and structure of middle school world history textbooks did not change much.It basically continued the form of the previous period,but the content highlighted the characteristics of wartime,such as promoting Chinese traditional culture and condemning Japanese fascist aggression.I also further understood the relationship between national history and foreign history.The fifth chapter discusses how to treat the textbook of world history in middle schools during the period of the Republic of China.It can be seen that the style,structure,and content of today's middle school world history textbooks are constantly innovated on the basis of middle school world history textbooks during the Republic of China.The advantages of the purpose,material selection and narrative of middle school world history textbooks during the period of the Republic of China can also provide reference for the writing of today's middle school world textbooks.