Comparison Of History Textbooks In Chinese And American High Schools

Textbooks are an important medium for connecting teachers and students in teaching activities.They are the basic means for teachers to play a leading role in education and the important curriculum resource.The editors of textbooks are based on the national education policy and educational purposes,guided by curriculum standards,and influenced by various complex factors such as regional culture.Therefore,the editing of textbooks in different countries and regions may vary from one country to another.In this case a comparative education is of great significance.First,it contributes to a better understanding of history education.The comparative analysis of Chinese and foreign history education can not only broaden the vision of foreign history education,but also help us to have a deeper understanding of the advantages and disadvantages of Chinese history education.Second,from a realistic perspective,the study of comparative education by historical education experts is conducive to the scientific formulation of educational reform policies.Front-line teachers' research on education in different countries is conducive to the implementation of the concept of curriculum reform and the improvement of innovative teaching methods and teaching quality.Thirdly,as a graduate student,comparative education is involved in the author's subject research,which is conducive to the author's further understanding of the current educational situation at home and abroad,and to broaden his educational horizon so as to make necessary preparations for becoming an excellent history teacher in the future.This paper focuses on the comparison of Chinese and American history textbooks and is divided into the following five parts:The first part is the introduction,expounding the purpose and significance of the research,and sorting out the current research status of related literature at home and abroad.The second part is a comparative analysis of the high school history curriculum standards between China and the United States.The third part is a comparative analysis of the structure of high school history textbooks between China and the United States,including the overall structure of textbooks in China and the United States,the subsidiary functional structure contained in the text,and theanalysis of pictures and exercises.The fourth part,taking the "first industrial revolution" as an example,compares the text content of the history textbooks of China and the United States,and analyzes the differences between the focus of the text knowledge and the educational philosophy.The fifth part summarizes the characteristics of high school history textbooks in China and the United States,and provides reflections and suggestions on the preparation and application of Chinese textbooks.