The Comparative Analysis Of Narrative Paradigm Of The WWⅡ Between Chinese And American High-school History Textbooks

Historical narrative,as one of general social practices,accompanies the emergence of character and then generates the phenomenon of recording historical events,which has a long tradition.“Historical Narrative” as a research subject is not so early,it is not until modern times that causes the scholars’ attention.Historical narrative,as the carrier of historical culture,is a common historical narrative form of school education,that influences the cognition and value orientation of students,the cultivation of national quality and national cultural soul.In the perspective of historical narrative,the thesis analyzes the educational purpose of different narrative ways.Abiding by the above problem consciousness and research ideas,the main contents of the article are shown below:Chapter One mainly retraces the academ ic theories of historical narrative an d its application in high-school books.First of all,it elaborates the connotations and ways of historical narrative,and stri ves to reveal the ontology,epistemology and m ethodology of historical narrative.In addition,illustrating the characters of high school textbooks that utilizes historical narrative.Chapter Two illustrates that the program objective standards of high-school history’s curriculum standards between China and America.On one hand,it briefly introduces the core literacy of Chinese history discipline,and explores the American curriculum standards that require to students have the ability of historical thinking and historical understanding.Besides,it combines with the whole design characters of history textbooks,and discusses how that to realize the requires that set by the curriculum standardsChapter Three,acco rding to the partial narra tive contents of Am erican high-school textbooks,and analyzing the select ed history materials,the way of content arrangem ent as well as the narrative of emotional tendency of textbooks’ narrative cont ent.What’s more,comparing to the related aspects of Chines e and American history textbooks,and then investigating the narrative and its cultiv ation purpose of Chinese and Am erican high-school textbooks.