Research On Development Of History Curriculum Standards For Primary And Middle Schools In China Since The21^th Century

History curriculum standards (syllabus) as programmatic document affecting history teaching inmiddle school, carries not only the will of the makers, but also that of the state. Establishment of historycurriculum standards (syllabus) has a profound impact on history teaching. Thus, in order to explore theestablishment principle suitable for China’s history curriculum standards (syllabus) and provide referencefor establishing modern history curriculum standard, this essay will start from evolution of historycurriculum standards (syllabus) since early modern times and make a general research for China’s historycurriculum standard. This essay will be divided into three parts: In the first part, it fixes the time as the axle,and divides evolution of history curriculum standards (syllabus) into six periods in accordance with thefeature of China’s history curriculum standards (syllabus), and studies them respectively; at the same timeit analyzes the reason, feature, experience and lessons of establishment of history curriculum standards(syllabus) in each period so that we can master the evolution law of China’s history curriculum standards(syllabus). In the second part, starting from “Knowledge aim”,“Ability aim” and “Value aim” andcombining curriculum aim’s manifestation in curriculum’s content, it makes a longitudinal comparison andanalysis for change of teaching aim in history curriculum standards (syllabus), so that we can explore thebasic law of establishing history curriculum standards (syllabus) and summarize experience and lessons. Inthe third part, it concludes and summarizes the reason affecting establishment of China’s history curriculumstandards (syllabus) and explores further the basic principle and basis of establishing history curriculumstandards (syllabus) and provides reference for establishing history curriculum standards (syllabus) ofmodern times.The history of history curriculum standards (syllabus) has more than100years, from the lateQing Dynasty to present, and28history curriculum standards (syllabus) were issued in all. In Late Qingand Republic of China, establishment of China’s history curriculum standards (syllabus) was changed intoaccording to national condition of China from following the Western countries, and the making style andestablishment thoughts gradually became mature. In1929the history curriculum standards (syllabus)reached a peak in terms of making style and the guiding ideology. Personnel involved in establishment ofcurriculum standards (syllabus) gradually developed into a professional team from being mandated by the state.After foundation of China, China’s history curriculum standards (syllabus) experienced changefrom teaching program to curriculum standards (syllabus); establishment of the history curriculumstandards (syllabus) changed from following the Soviet model in the initial stage of new China to politicsoverwhelming anything else, and then to designing history curriculum and establishing correspondingcurriculum standards (syllabus) according to students’ status and needs in order to weaken ideology andpolitics’ influence on history curriculum standards (syllabus). Every adjustment of history curriculum hadsomething to do with domestic and international situation then; it is difficult for history curriculumstandards (syllabus) to break away from ideology and politics’ influence for subject feature of history itself.However, the new history curriculum standards (syllabus) for the21st century shows establishment of thehistory curriculum standards (syllabus) is gradually integrating into the world education in order to meetdemands of new times.Fixing the time as the axle, this essay makes a longitudinal analysis for development andevolution of history curriculum standards (syllabus); at the same time, from “Knowledge aim”,“Abilityaim” and “Value aim”, it makes a comparison and analysis for teaching aim of history curriculum standards(syllabus) in each period. From the above, we can see that in the development and evolution of China’shistory curriculum standards (syllabus), the major factors affecting establishment of history curriculumstandards (syllabus) are change of ideology, social change, development of history education theory andhysteresis and defect of curriculum standards. Therefore, we should adhere to the China’s nationalconditions and the times in the later history curriculum standards (syllabus) development process. We mustfollow the compiling and writing principle that combine the national leadership with the civiliansupervision for maintaining a political moderate impact on the history curriculum standards (syllabus). Inthe historical knowledge of content,we should stick to the principle that pay more attention to modern forfocusing on the cultivation of students’ personal qualities. Ultimately, national, social, and personal interestscan be in the history curriculum standards (syllabus) more fully reflected, so that it can achieve a win-winsituation to promote the common development of the individual and society.