| Since the implementation of the new curriculum high school, high school history textbooks gradually developed from the previous single version of the textbook into the "curriculum standards" under the guidance of the coexistence of multiple versions of textbooks. This article makes a comparative analysis on the content of different versions and the presentation of textbooks, it also explores different versions of textbooks in order to interpret "curriculum standards", which will make a significant difference on guiding school history teaching practice and promoting professional development of teachers and school history curriculum reform into the in-depth development."Ordinary high school history curriculum standards (experimental)" will be included in the New Culture Movement Volume III fifth thematic required courses emancipation trend in modern China, the study requirement is "to understand the rise of the New Culture Movement of the political, economic, ideological and cultural background, memorizing New Culture movement flags and leaders, understanding the main content of the New Culture Movement and exploring the impact of the New Culture Movement. Currently, there are a lot of high school history textbook versions on the market, the focus and content of different versions of textbooks are different. On the basis of "the ordinary high school history curriculum standard (Experiment)", this paper chooses the person teaching edition and Yuelu edition textbooks as the object of study, made a comparison on the advantages and disadvantages of the two versions of textbooks, added some relevant background materials, and gave suggestions for the teaching of history on new culture movement part.Two editions of history textbooks all have their own unique perspectives either on style, structure, content or the presentation, they also have some extent idea of a new high school history curriculum reform. But with the combination of teaching practice, more or less there are some flaws on each version. As a teacher, based on careful study of "curriculum standards", we should make an in-depth research and reading materials for different versions of history "curriculum standards", pursuant to develop relevant teaching plan, combined with the specific teaching practice, we could do both not only "good use" materials, but also "optimize" textbook teaching practice in a timely manner in accordance with the teaching materials to make appropriate choices, trade-offs and additions. |
