A Study On The Changes Of PEP’s Secondary School History Textbooks From 1978 To 2001

Secondary history textbooks are an important vehicle for the implementation of history teaching and learning,and an important part of the curriculum reform.The changes in secondary school history textbooks have profoundly influenced the history curriculum reform in secondary schools.This paper attempts to study the changes in China’s secondary school history textbooks from 1978 to 2001,starting from the beginning of the reform and opening up and ending before the new round of curriculum reform,dividing it into two major historical periods,namely the early period of reform and opening up and the period of deepening reform.Using the methods of documentary research and comparative research,this paper examines the changes in China’s secondary school history textbooks of the PEP from 1978 to 2001,with a view to contributing to the deepening of the new round of curriculum reform.The first part analyses the changes in the system and syllabus of secondary school history textbooks during this period,according to which the evolution of the idea of writing history textbooks and the preparation of textbooks are described,and the characteristics of history textbooks during this period are summarised: the importance attached to vernacular teaching materials based on the syllabus,the setting up of inquiry activities in response to the emergence of new teaching methods,the transformation of teaching objectives according to the syllabus,etc.The second part of the study will clarify the development of secondary school history textbooks in China.The second part examines the changes in the content and structure of secondary history textbooks,analysing their orientation towards student-centredness,the emphasis on process evaluation and the renewal of textbook content.In the third part,the factors influencing the changes in secondary history textbooks are analysed from both internal and external perspectives in the context of the whole text.In the fourth part,some shortcomings of the changes in secondary school history textbooks during the transitional period in China are discussed,and conclusions and insights are drawn in the context of the whole text,thus leading to reflections on the future development of secondary school textbooks.