Study On The Content Change Of "Han Dynasty Silk Road" In Junior High School History Textbooks ——A Case Study Of The People's Education Press Since The 1980s

After the "Belt and Road" initiative was put forward,the "Han Dynasty Silk Road",as one of the cultural backgrounds,attracted wide attention from all walks of life,and the historical education circle was no exception.Taking the history textbook of the human teaching edition as an example,since the 1980 s,the narrative of the "Han Dynasty Silk Road" has changed obviously,and educators should attach importance to the evolution of this content,and in the course of educational practice,supplement and explain the basic content of history textbooks.In order to make students contact with real life better and realize the close combination of history and reality on the basis of comprehensive understanding the "Han Dynasty Silk Road".From the 1980 s to the present,five versions of the history textbooks of junior middle school published by the people's education edition have been used in 1981,1986,1992,2006 and 2016.Under the influence of five factors,such as the style of textbook compilation,the characteristics of the times,the requirements of the new curriculum reform,the integration of a variety of historical views and the influence of humanism,the presentation of the "Han Dynasty Silk Road" in history textbooks has also changed significantly,which is embodied in the basic text content and the auxiliary content of the text.Based on the specific content of history textbooks and their changing characteristics,the author puts forward some superficial suggestions on the presentation of the "Han Dynasty Silk Road" lesson in the history class of junior high school,which embodies in the teaching process,the development of teaching resources and the evaluation of teaching:from the implementation of curriculum standards,the choice of textbook content,and the construction of classroom problems to improve the teaching process;develop teaching resources from two sides: the cultural atmosphere in the class and teaching resources outside school;and establish a comprehensive teaching evaluation system from the perspective of conventional evaluation and developmental evaluation.