On The Changes And Development Of The Content Arrangement System Of Middle School Historical Textbook

The content arrangement system of historical textbook, which is guided by certain history views, presents the logical relationship between historical facts and reflects the general views of textbook editors. That the choosing of certain content arrangement system, is, according to the considerations of the editors, the core of writing the historical textbook and the focus of historical instruction.The vicissitudes of content arrangement system of Chinese historical textbook have experienced three stages. Firstly, in the late Qing dynasty and the Republic of China, the mostly historical textbooks were written according to the Evolutionary Historical Theory. Secondly, from the establishment of the People's Republic of China to the end of 20th century, the textbook were made with the guides of Historical Materialism of Marxism of Soviet Union, the changes of various ideologies were the only clues of writing the historical textbooks, and the struggles of classes were the main contents of the textbook. Thirdly, from the beginning of 21stcentury to now, the Chinese historical textbooks guided by the historical theory of civilizations, are edited with focus on the contents of the developments of human society, using the form of subject-matters to arrange the content system. The aspects of history, including the political, the economical and the cultural, etc., are displayed according to the features of history, so the content arrangement system of historical textbooks become mature.The changes of these stages are due to three important elements, i.e., the system of history disciplines, the understanding level of students and the value caring of the history education, all above them, the system of history disciplines is the fundamental cause. The content arrangement system of historical textbooks pay attentions increasingly to the"develop of students", and the focus of education varies from the systems of history disciplines to the student development, then the teaching-first is replaced by the learning-first.