A Study On The Content Of Compiling History Textbooks In Senior High School From The Perspective Of Marx's Theory Of World History

As an organic part of historical materialism,Marx's basic views and methods on world history have always penetrated the compilation principles,structure and specific content of the unified high school history textbooks.In order to strengthen the cultivation of students' core literacy of history in the process of implementing the new textbook,the author wrote this article.Starting from Marx's theory of world history,the author selects several issues such as the vertical and horizontal forces that promote the transformation of history into world history.Then the author tries to integrate and analyze the relevant content of the five history textbooks accordingly.After that,the author also puts forward some suggestions for the further deepening of the work and the application of the results.This article consists of three parts: introduction,body and conclusion.The introduction explains why the topic was chosen,analyzes the current situation of domestic research on the contents of high school history textbooks and Marx's view on the development and evolution of world history,and defines the concept of Marx's views on world history.Finally,it briefly explains the research object of this paper,analyzes the two research methods used in this paper,points out the theoretical and practical significance of this research,and describes the innovation.The main body consists of three interlocking chapters.In the first chapter,by clarifying the relationship among Marx's view on the development and evolution of world history,the new textbooks and historical materialism,the author finds that historical materialism and Marx's theory of world history are a whole.When the basic principle of historical materialism is applied to the understanding of the ontology of world history,it becomes Marx's view on the development and evolution of world history.The latter not only plays a guiding role in the design of the new high school history curriculum system,but is also deeply embedded in the concept,style and content of the new textbook.The second chapter includes four sections.The author chooses and applies the important arguments in Marx's view on the development and evolution of world history,that is,the progress of productivity is the vertical driving force that pushes the transition from history to world history,the expansion of exchanges is the lateral driving force for the transformation of history into world history,the world system in the capitalist stage has deep internal contradictions,the unity of the trend of world history and the diversity of paths,to integrate and analyze the relevant knowledge of the five history textbooks.It is expected that this process can achieve an understanding of the "high unity of history and theory" in the textbook content.I propose a number of suggestions on how to promote the implementation of textbooks from Marx's view on the development and evolution of world history in the third chapter,including: studying the "source" and "flow" of Marx's discussion on the development and evolution of world history.When we use Marx's point of view to observe the content of textbooks,we should take "The Outline of Chinese and Foreign History(Part 2)" as the starting point,and get through the compulsory and optional compulsory textbooks and their internal knowledge systems.When formulating teaching goals,constructing teaching main lines,selecting materials and asking questions,we should organically integrate the results of "the combination of history and theory".In the conclusion part,the author reiterates the guiding role of Marx's view on the development and evolution of world history in the implementation of the new textbook.Under the background of the current implementation of new courses and new textbooks,to fully understand and give full play to the interpretation value of Marx's theory of world history,it may become an important prerequisite for the majority of front-line history teachers to use simplicity to control complexity without losing the editor's original intention in the process of textbook content analysis and teaching practice.