The Study On Compose Of World Economic History In Senior Middle School’ People’ Edition Textbook

In2003, the Ministry of Education has issued " The Ordinary SeniorHigh School History Curriculum Standard (Tests)". On the basis of thestandard, four versions of history textbook for high school:"PEP","people’s"edition,"yuelu edition" and "elephant" edition appear in teaching materialmarket, the biggest share of which is "people’s" version. It consists ofcompulsory and optional parts. Compulsory part includes PartⅠ, Ⅱ andⅢ.Part Ⅱspecially narrates economic history home and abroad, and the fourspecial subjects in the world economic history are respectively:subject5"Capitalism Market to the World ", subject6"Franklin Roosevelt’sNew Deal and Contemporary Capitalism", subject7"Experience and Lessonof The Soviet Socialist Construction" and subject8"The Globalization Trendof the World Today". The four subjects take up half of the content incompulsory Ⅱ, dating from the opening of new air route in15,16centuryandending up with the economic globalization at the beginning of21century,spanning almost6centuries.After reading the senior high school history books of "people’s" version,some confusing problems are found in the part of world economic history.First, on the aspect of contents choosing:1.there is a lack of the contents ofancient Greece history;2. in the part of the second industry revolution, onlyAmerica and Germany revolutions are introduced, but the others are not.;3.In the part of Roosevelt’s New Deal, there are just some positive effects,ignoring negative ones;4. In the part of social life, it gets involved Chinesemodern social life, without corresponding contents on social life in othercountries;5. The teaching book is still stuck with "Euro centrism". Then on the aspect of contents arrangement:1. The first and second industryrevolutions are narrated in the subject of economic history, but the third one isput into Science and technology culture history, according to inconsistentclassification standard;2. Statements on "Blue eagle movement" and otherfacts are not accurate enough;3. The order from politics to economy andculture does not accord with the inherent law of history development;4. Alarge amount of economic definitions are brought in, making the teachingmore difficult.To the problems above, some suggestions are presented as follows:On the teaching contents choosing:1.add more ancient Greece historyappropriately;2.introduce more information about industry revolutions inother countries besides America and Germany in the second revolution part;3.In the part of ancient Greece history, extend negative effects while elaboratingits advantages;4. On the basis of Chinese modern social life, add more thesituations of social life in other countries;5.in order to get rid of"Eurocentrism", histories of Asian, African and Latin American countiesshould be expanded. On the contents arrangement:1.classify the thirdindustry revolution into the economic history;2check the content of "Blueeagle movement" to make sure its certainty;3. Adjust the teaching contentorder to economy-politics-culture;4.to the economy definition appeared in theteaching book, adopt some means, such as inserting footnotes, stealthdescription, add examples, to reduce teaching difficulties.