Comparison And Analysis Of The New And Old Textbooks Of Junior High School History Published By People's Education

History textbook is the basic basis for teachers' teaching,as well as an important medium and carrier for students' learning,and occupy a very important position in the teaching process.With the in-depth implementation of the new round of education reform in my country,the new version of the history textbook was officially put into use in the fall of2017.Since the new version of the textbook has not been put into use for a long time,the comparative analysis of the new and old version of the textbook is of great significance to teaching.By comparing the changes in the new and old textbooks,and combining the author's experience of teaching internships in Dezhou Yuehua School,the paper strives to summarize the advantages of the new textbook,so as to provide references for future teaching practice.From the perspective of the two editions of the curriculum standards,there are differences in the nature of the curriculum,the concept of the curriculum,the objectives of the curriculum,and the content of the curriculum.In terms of the nature of the curriculum,the2011 version of the curriculum standard has a clearer description of the nature of the history curriculum than the 2001 version.Understand historical positioning,characteristics and functions from the ideological,basic,humanistic and comprehensive aspects of history courses.In terms of curriculum concepts,the 2011 version of the curriculum standard condensed the six aspects of the 2001 version into four perspectives,requiring a clearer presentation based on the actual situation of the students.In terms of course objectives,the biggest difference between the 2011 version and the 2001 version is that the expression and requirements of the three-dimensional goals are more complete,clear and clear.In terms of course content,the 2011 version of the course standard changed the expression "content standard" to "course content";The introductory part redefines the beginning and ending time of modern China;In terms of content,18 new knowledge points have been added and 5knowledge points have been deleted.The deleted content reflects the "dot-line" principle.Taking the late Qing Dynasty as an example,the two textbooks have different structures,contents and layout design.By comparing the class structure and sub-item structure of the two editions of textbooks,the layout of the new textbooks is more rigorous and scientific,with emphasis on timing;The content of the textbook is more objective,focusing on the coherence of history and the cultivation of core quality of history;By comparing the text design and illustration design of the textbook,the layout of the new textbook is reasonable,more simple,generous and beautiful.Combined with the internship experience of Yuehua school in Dezhou,this paper makes a questionnaire survey on the current situation of the use of the new history textbook.Through data analysis,it is found that the main problem in the use of the new textbook is that there are few text labels in the textbook,which is difficult for students to understand;The historical data set in the "Material Study" section is more difficult.According to the comparison of the similarities and differences between the two editions of textbooks and the analysis of the survey results,teachers can pay attention to the following issues in specific teaching practices: attach importance to cultivating students' "historical materials" learning ability,ability to extract graphic information and attention to the integration of teaching materials in teaching,making appropriate choices.The suggestions put forward are hoped to provide reference for the teaching practice of frontline teachers.