Comparison Historical Materials Selected In Various Versions Of History Textbooks

With the advancement of new curriculum reform, applications of historical materials have been increasingly emerging in the role of historical teaching. The various versions of history textbooks are paying more and more attention to the reference of historical materials. Although the three widely-used versions, namely the PEP, People and Yuelu Versions, are complied in line with curriculum standards, there exists obvious differences in content and style among them. For the part of historical materials selection, the textbook of three versions has its own characteristics. Therefore, in this article, the similarities and differences will be identified by the comparative analysis of historical materials in the textbook of three versions, hoping to provide humble suggestions for selecting history textbook in middle school.Literature research method, comparative method, data analysis method, citing method and so on will be adopted in this article. Combined with the history textbooks of Mould1from current PEP, People and Yuelu Version, the selection of historical materials have been comparatively analyzed.This article will be divided into four parts:In the first part, the historical materials and the concept of historical materials in the textbook have been firstly defined and distinguished. Meanwhile, the significance of historical materials in textbooks have been mentioned from the following angles:stimulating students’learning interests, enhance their sense of history as well as their thinking ability.In the second part, the historical materials can be divided into two major categories:literal and graphic historical materials. What’s more, the numbers, presentation location, presentation means as well as source and so on have been statistically analyzed.In the third part, similarities and differences of selecting historical materials in Module1from the three versions will be compared on the base of the comparative analysis in the second part.In the forth part, according to the evaluation in the third part and the features of historical teaching, conclusion can be reached that the combination of disciplinary specialization and applicability, of interesting and science, of diversity and instructiveness should be the principles to follow.