A Comparative Study Of Singaporean And Chinese History Curriculum Of Middle School From The Perspective Of National Identity

Due to the in-depth development of globalization and the growth of narrow nationalism,national identity is facing the double squeeze of supranational identity and sub-national identity,and some social members' deep understanding and adherence to the state is reduced,and individual national identity is increasingly blurred.When the national identity suffers from the crack caused by the dual deconstruction,it is the test and challenge to the historical education to reposition the value of The Times of national identity and to think about the direction of historical education.As a young country,Singapore has not only made great achievements in the economic field,but also taken effective measures to consolidate the national identity of members of the society.In the late 20 th century,a survey by the Singapore institute for policy studies showed that Singaporeans had a high level of national identity.However,as one of the important trade ports in the world,Singapore is also facing the crisis of national identity in recent years.They are also worried about losing their "roots" in the process of globalization.Therefore,they hope to further enhance the degree of national identity of Singaporeans by means of education.Due to Singapore and China related mutually close,customs,with the values as the core of the east,and face similar identity crisis,so the author from the new history curriculum standard,the two countries will be Singapore's history education experience as a "mountain",under its successful experience are lighted seek enlightenment,to find suitable for China's environment,will help further strengthen the national identity of history education in our country.First of all,the evolution of the curriculum standards of history in the two countries is analyzed,and the change of their emphasis on national identity in the process of evolution is analyzed,and the choice of research text is illustrated.Secondly,the dimensionality division of national identity in the history curriculum standards of China and New Zealand is clarified.According to the basis of the division of national identity and the goal,content and value orientation of the history curriculum standards of China and New Zealand,it is divided into four dimensions: political dimension,cultural dimension,regional dimension and symbol dimension.Thirdly,it expounds how the curriculum standards of history of the two countries cultivate students' sense of national identity from the four dimensions of politics,culture,region and symbol,and compares the similarities and differences of the emphasis of national identity in the curriculum standards of history of the two countries.Finally,in the mutual reference and comparison,as much as possible to extract practical Suggestions,summarizes the enlightenment to our country,the Chinese historical education in training students' national identity,both neither can lose at the foot of the soil,but also from the starting line,let the students know himself in the world from a variety of dimensions,teach them in the era of globalization,set up the correct concept of national identity,to do a much more international.That is to say,our historical education should not only correctly explain the evolution of political power in various countries in the world,sort out the context of cultural integration,present the changes of regional scope,and analyze the meaning of symbols and symbols,but also enable students to broaden their international vision,enhance international understanding,have a broad mind,and care about the common destiny of mankind.After all,the history education in the 21 st century should combine modernization and nationalization organically,and the spirit of The Times,international consciousness and national spirit should not be neglected.