A Comparative Study Of Ancient Chinese History In Junior Middle School History Textbooks Across The Taiwan Strait

As the main media and resources of classroom teaching,history textbooks affect the middle school history teaching and its quality.In order to meet the requirements of the history curriculum reform,the latest versions of junior high school history textbooks have been published on both sides of the Taiwan Strait.The compilation of history textbooks on both sides of the Taiwan Straits has devoted the energy of various personnel and made new breakthroughs in the compilation.With more and more cross-strait cultural exchanges,the history textbooks in Taiwan and the comparative study of cross-strait textbooks have gradually entered the research field of vision of more scholars,and the relevant research results are increasingly rich.However,there is still room for the comparative study of the new versions of textbooks.It is of great significance to study the new versions of textbooks on both sides of the Taiwan Strait for enriching the existing achievements and providing suggestions for the compilation and use of textbooks.On the basis of a brief description of the basic background and situation of the two versions of junior high school history textbooks,this paper analyzes and compares the similarities and differences between the text content of the textbooks and the text assistant system.The content of the text is roughly divided into different historical periods in ancient China,and the choice of knowledge points and text narration of both sides are compared in turn.The text assistant system is mainly discussed from three aspects: introduction before class,explanation in class and consolidation in class.Based on the analysis of the Compiling Characteristics of the two versions of textbooks,this paper puts forward corresponding suggestions for the compilation and use of textbooks.The research shows that there are differences in the contents and methods of history teaching between the two sides of the Taiwan Strait,and the differences in curriculum standards,historical views and editors' historical literacy are all the factors causing the above differences.In order to better promote the development of history education,editors and teachers and students should enhance the awareness of studying textbooks.