The Comparison And Application Of Grade 7 Historical Textbooks Between "Ministry Edition" And "Past Education Edition"

With the new curriculum reforms,the "Departmental Compilation" textbooks have been put into use,but the "Departmental Compilation" textbooks and the "PEPP" textbooks are in the preparation of genres,guiding ideology,text content,prefaces,illustrations,and lessons.All parts of the latter exercises have undergone major changes.Teachers and students in the first line will inevitably encounter “inappropriateness” when they contact and use textbooks compiled by the Ministry.The thesis summarizes the achievements of the predecessors and uses content analysis.The law,comparative research method,and literature and data method are in search of the inadequacies of the "Departmental Compilation" history textbooks.We hope to better promote the compilation of textbooks.At the same time,we will discuss the differences between the historical textbooks of the "Ministry Edition" and "PEP".It is hoped that we can provide some frontline history teachers with some teaching suggestions to promote the teaching of first-line teachers.Studies have shown that the preparation of historical textbooks must be combined with theoretical guidance and characteristics of the times.In the 20 th century,China's textbooks have gone through a long period of time ranging from "national auditing" to "reviewing and customizing," and having experienced "one guideline,one guideline," "one guideline,multiple guides," and "multiple guidebooks." In the 21 st century,the gradual changes in the concept of the compilation of textbooks ranged from the original overemphasis on instrumental education functions to the main bearing on the function of humanistic literacy education,and promoted the transformation of textbooks from “teaching textbooks” to“learning textbooks,” and textbook writing should be based on historical studies.,update content.At the same time,our country is also facing the fierce competition of international ideology and the weak national ideology.In response to these requirements,the Ministry of Education has adjusted the content of the "Ministry" in a timely manner according to the requirements of the times.It has been guided by historical materialism in the content and guiding ideology of the content and has written textbooks in the form of "red thread to wear beads".The total amount has been reduced.At the same time,the content of the teaching materials has been appropriately increased and reduced in conjunction with the needs.Thelatest achievements of the academic community have been absorbed in the correction of the erroneous contents of the original materials.In the text auxiliary system,the content of the history of science and technology culture in the introduction language was added,and the language was more interesting;the preface adopted a question-and-answer approach and aroused the curiosity of the students;the number and types of annotations around classes were more varied;and the use of pictures was increased.The use of map pictures and cultural maps has reduced the use of historical paintings and imaginative pictures;the forms of exercises after class have changed,and are no longer fixed,but are more to train students' comprehensive ability.The first-line teachers and students are the direct users of the “editing books” historical textbooks.They have made objective evaluations of the textbooks.The front-line teachers believe that the textbooks of the “editors' books” have the following advantages: the content of the textbooks is in line with the curriculum standards;the context is clear and the texts are clear.Smooth connection;a large number of historical materials,illustrations and texts;content of the text is interesting,etc.Meanwhile,it is considered that the teaching materials have the following disadvantages: there are too many professional nouns in the texts;most historical materials are classical Chinese,and students understand difficulties;the “capacity” of each lesson is different;There are mistakes in the illustrations;the content of memorization and memory is still more.For the differences between the texts and the text auxiliary system of the “education” and “PEP”,and the feedback from the frontline,the paper puts forward some teaching suggestions to the history teachers in the frontline: emphasis on cultivating the core qualities of the students;,flexible choice;combined with teaching materials,change the traditional teaching methods;pay attention to the unit as a whole teaching,grasp the structure of teaching materials;grasp the new concepts in teaching materials,the new formulation,grasp the difficulty of teaching materials.In the concluding section of this article,the significance of the comparison between the current "Departmental Compilation" textbooks and the "PEPP" textbooks is discussed in detail,and the basic principles that must be followed in the compilation of textbooks are given.Expectations are also made for the compilation of future history textbooks,and efforts are being made to pass the study.With reflection,better promote the teaching of front-lineteachers.