Sino-American History Textbook Compilation Of The Similarities And Differences From The Historical Thinking Ability Training

The cultivation of historical thinking ability of students is an important task of history education in the middle school. The students’ ability of thinking requirements explicitly stated in "the History Curriculum Standard". As an important basis for classroom teaching, history textbooks naturally shoulder the responsibility of cultivating students’ ability of thinking in history. Looking at the world, all countries show great attention on the historical education, especially Europe and the United States. They made a series of laws and regulations to define the historical education clearly. America is a world leader in education, how their middle school history textbooks reflect the historical thinking ability? Compared with the same level of their textbooks, our history textbooks exist what advantages and disadvantages? Through comparing can we write a good middle school history textbook in China? With these questions author started writing this article.In this paper, the first chapter shows the two countries’ curriculum standards for students historical thinking ability requirements, and respectively introduced China’s ordinary high school history curriculum standard and social science curriculum of Ohio America standard, analyzed the request for the cultivation of historical thinking ability, and compared the similarities and differences of the two.The second chapter take the Japanese Meiji Restoration as the breakthrough point, analysis this unit textbook content on PEP, probe into the cultivation of historical thinking ability of students request contains; and for the American ML version of "world history", also focus on the Meiji Reformation of Japan, find out their respective advantages of the textbooks of the two countries and the possible problems, and the causes of these problems in the process.The third part is based on the two parts of the research results, combined with China’s teaching practice and the recent research in academic circles, put forward my own views and suggestions for the preparation of beneficial to the history thinking ability of students to develop a "study of this" textbooks.In the conclusion part, I summarized the paper and reiterated the research topic and significance, as well as pointed out some shortcomings of this paper in the writing.