Research On The Content Of Ancient Chinese Ethnic Communication And Exchanges And Integration History Of The History Textbooks Of Junior Middle School

Since ancient times,as a unified multi-ethnic country,all ethnic groups living in China have gradually formed a national community with you in me and me in you-the Chinese nation.The history textbook in the unified edition is arranged in the sequence of historical development.The content about the history of ethnic exchanges and blending in ancient China has been involved in more than 6000 years,ranging from the tribal alliance in the stone age to the consolidation and development of a unified multi-ethnic country in the Ming and Qing Dynasties.It is distributed in the upper and lower volumes of the seventh grade.With the development of history,the relationship between various ethnic groups has also become complex in exchange,communication and blending.On the one hand,there are friendly and close exchanges among all ethnic groups: no matter the situation of reunification or separatism,China's ethnic friendly exchanges have never been cut off.For example,during the Three Kingdoms,the two Jin Dynasties and the southern and Northern Dynasties,Emperor Xiaowen of the Northern Wei Dynasty reformed and implemented Sinicization measures to promote ethnic integration;Another example is the harmony between Tang and Tibet during the Tang Dynasty,which promoted the economic development of ethnic minority areas.On the other hand,the war between the Huns and the Han Dynasty could not be avoided;Between the Western Jin Dynasty and Xiongnu,Xianbei,Jie,Di and Qiang;Between Tang and Turk;Between song and Xixia,Nuzhen and Mongolia;There were ethnic wars between the Qing Dynasty and Jungar.When presenting the contents related to ethnic exchanges and integration,the unified edition of textbooks emphasizes the three concepts of the Chinese nation,"pluralistic pattern" to "integrated pattern" and ethnic integration.In terms of content arrangement,it attaches importance to the temporal and spatial sequence of historical development,and the content presents the characteristics of prominent intuition,which is in line with the cognitive and psychological development level of junior middle school students.In the face of various and complex contents of ethnic communication history,teachers' narration plays an important role in building students' scientific and correct ethnic concept and ethnic unity consciousness,and in forming their cognition and identity from "pluralistic pattern" to "integrated pattern" of Chinese civilization.Under such educational background,teachers should enhance ethnic knowledge literacy and permeate the concept of ethnic equality in teaching;In terms of teaching content,systematically integrate the contents of ethnic communication and blending history textbooks,find and supplement the vacancy of ethnic knowledge in textbooks,and make use of local history resources;In terms of teaching methods,creating historical situations and using graphic historical materials and archaeological materials are conducive to helping students establish a scientific concept of ethnic equality and ethnic unity in the new era,enhance students' strong recognition of Chinese culture and cultivate students' awareness of the common body of the Chinese nation.