Two Curriculum High School History Textbooks Written Historical Research

Since the latter half of the 20th century,historical sources teaching in historical disciplines has attracted more and more attention in many countries. In China, a new standard in the history curriculum was promulgated in 2003, ‎which highlighted the students ability training. And people also began to pay attention to the historical sources. Education reform has been a walk in the forefront in Shanghai. Two curriculum reforms in Shanghai were launched in 1988 and 1998, respectively. The second phase curriculun reform stressed the"student-certered"educational philosophy. In August 2007, East China Normal University published new high school history textbooks based on the second phase curriculum reform. The textbooks have been added many historical sources, and became an important resource for student learning and teacher teaching. Currently, these high school history textbooks have just replaced the original ones for three years and the relevant research on the historical sources in this set of textbooks is rarely reported. In view of this, my present research work is focus on this aspect.‎ The thesis consists of the following parts:First, five aspects were elaborated, including the research background, the basis for issue selection, literature reviews, related concepts definition, research subjects and methods, the significance and innovation of the research.Second, several aspects were disscussed, i.e., the transform prosesses of the curriculum and textbooks, the relationship between the two processes, the citation prfiles of historical sources in high school history textbooks during the 1st and the 2nd phase of curriculum reforms.Third, discussion on the classification of historical sources, the categorization and the content characteristics of historical sources in high school history textbooks from the 2nd phase of curriculum reform.Fourth, discussion on the distribution patterns and the functions of historical sources in high school history textbooks from the 2nd phase of curriculum reform.Finally, discussion on the selection problems of historical sources and proposed principles for its selection in high school history textbooks from the 2nd phase of curriculum reform. Concluding remarks illustrate the conclusions of this thesis and some research deficiencies.Based on this research, we hope that the historical sources in the current textbooks can be used effectively by history teachers and students, and our study helps to promote further study on historical sources teaching.