A Comparative Study Between The Unified 2019 Edition And The 2007 Edition Of High School History Textbooks

As the version of high school history curriculum standard issued in 2017,guided by the new curriculum standard of senior high school history textbooks arises at the historic moment,the new high school history textbook back in "the outline" era,its content and style structure and taught in 2007 edition textbooks have bigger difference,a new challenge to give a glimmer of teachers' teaching.Therefore,it is of great significance for the theoretical and practical research of history teaching in middle schools to make an in-depth comparative study of the two editions of textbooks,understand the changing characteristics of the new edition of textbooks,and explore the effective methods of using the new edition of textbooks.By comparing the contents of "Ancient Economic History of China" in the compulsory part of the two editions of the textbook from the perspectives of style structure,curriculum standards and historical content,it can be concluded that the changes of "Ancient Economic History of China" in the compulsory part of the 2019 edition of the textbook are mainly reflected in the following aspects: first,from the perspective of the requirements of curriculum standard,the new curriculum standards for compulsory part of the content and requirements of the ancient Chinese economic history basis and logic are increased;Secondly,from the perspective of style structure,the content of economic history in the compulsory part of the new textbook is relatively scattered,and the contents of the catalog are more prominent in the characteristics of The Times,and the structure is more in line with the requirements of the core accomplishment of the history discipline.In addition,from the perspective of historical content,the chronology and academic nature of the new textbooks have been enhanced,and the description of the contributions of ethnic minority regimes has been added.However,the lack of coherence in some historical concepts and more declarative knowledge and less procedural knowledge have posed new challenges to teaching.In the face of challenges,teachers should adopt a variety of teaching methods in teaching,such as changing teaching concepts,strengthening theoretical learning,strengthening the connection of knowledge points,using mind mapping to sort out clues,creating teaching situations,creating problem chains,etc.,so as to better adapt to the useof new textbooks.