A Comparative Study Of Unified Textbooks On Ideology And Politics In Senior High Schools And Experimental Textbooks

Starting from the autumn semester of 2019,the high school ideological and political textbooks,which are based on the Standards of Ideological and Political Curriculum for General Senior High Schools(2017 Edition)and published by the People's Education Press,have been put into use.Compared with the experimental textbooks,the unified textbooks have changed a lot,which brings greater challenges to the practice of ideological and political teaching.At the same time,the new characteristics of the unified textbooks and the new requirements for teaching reflected by them are what the ideological and political educators,especially the front-line teachers,need to master as soon as possible.Therefore,it is of great practical significance to make a systematic comparative study of the experimental textbooks and the unified textbooks to help teachers adapt to and give full play to the functions of the new textbooks as soon as possible.Based on the previous relevant research results,this study,with the help of CIR-FS system framework,combined with the nature of high school ideological and political curriculum and the practical characteristics of textbooks,establishes a comparative analysis framework for high school ideological and political textbooks.Taking the 2018 edition of "Economic Life" and the 2019 edition of "Economy and Society" as examples,this paper makes a comparative analysis of high school experimental textbooks and unified textbooks from four aspects: compilation basis,curriculum content planning,teaching support and text presentation.This study found that compared with the experimental edition,the unified edition has the following new characteristics:(1)It has distinct characteristics of the times due to the update of the compilation basis;(2)From the perspective of curriculum content planning,the unified edition highlights the ideological and fundamental nature,pursues the unity of political and academic rationality,improves the implicit values,deepens the education of core values,contains clear and smooth context of meaning,and enhances the sufficiency of knowledge connection;(3)From the perspective of teaching support,the unified edition further enriches the educational value of materials,conforms to the teaching process of active subject courses,and strengthens value guidance and thinking training;(4)From the perspective of text presentation,the readability of text and illustrations is enhanced,and the typography is simple and harmonious with clear priority.According to the above characteristics,combined with teacher interviews and classroom teaching observations,this study put forward some suggestions for the teaching work of front-line teachers,mainly including four aspects:(1)Study the curriculum standards in depth and grasp the logic of textbook changes;(2)Handle correctly the relationship between the two editions of textbooks,and reasonably choose the teaching content;(3)Make effective use of "teaching support" resources of the unified textbooks to optimize teaching activities;(4)Better develop and integrate teaching resources to help students expand their learning space.In addition,combined with the interview survey of students' reading experience,this study also found that the unified textbooks have shortcomings in terms of the interestingness of the text and instructing students to use the textbook independently,and provided corresponding suggestions for further revision of the unified textbooks.