| As three international courses,International Diploma Course(IB course),American prerequisite course(AP course)and British general education certificate advanced examination course(A-level course)have been recognized by the education departments of most countries in the world.In recent years,they have gradually developed and become one of the best opportunities for students to enter foreign universities.These three courses have advanced educational concepts and complete content system,and help students adapt to the learning requirements of university courses in advance and do a good job in the learning connection between high school and university.As one of the ways to understand history,textbooks are an important source for ordinary people to understand historical events and cultivate historical ideas.World history is not only an important aspect of textbook narration,but also the direct source of teenagers' cognition of other countries.Analyzing the history textbooks of other countries can also better provide experience and ideas for their own history writing.This paper selects the high school history textbook of IB course,the high school history textbook of AP course and the high school history textbook of A-level course.By analyzing the differences of curriculum standards,textbook content narration and the concept of world history behind different international courses,it is found that the three international courses have different narratives in the compilation of world history.The first chapter mainly expounds the syllabus and textbooks of three international history courses.On the basis of the first chapter,the second chapter analyzes the writing structure and context of the textbook,and introduces the content overview of the world modern history part in the three books.The third chapter makes a comparative study on the cases with high coincidence of the world history part after1870 in different textbooks on the basis of the first two chapters,explores their differences in historical narration and historical ideas that they want to convey to students,and then analyzes the root causes of their differences.From the analysis of the differences in the third chapter,the fourth chapter obtains the understanding of the differences in the compilation style of different Curriculum textbooks and the content of curriculum teaching objectives,the difficulty of content,and the differences in the concept of world history between different countries.From the perspective of the common destiny of mankind,it summarizes the significance and influence of the cultivation of international consciousness in history education,and analyzes the enlightenment to the writing of high school textbooks.World history textbooks are one of the most objective,direct and influential ways for teenagers to understand the world.Through history learning,they will not only outline the basic image of teenagers towards other countries,but also shape their evaluation methods and values towards society,country and the world.Therefore,how to describe the history of different countries and regions will not only help teenagers understand and tolerate the differences between different civilizations,but also help them grow into talents with international vision and contribute to the development and progress of the whole human society. |
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