Research On The Change Of Cultural And Museum Resources In Middle School History Textbooks Since The Establishment Of New China

China has a long history.Five thousand years of history are rich in heritage resources.Artifacts record and carry a wealth of historical information,bringing the unique mark of each era to the world’s eyes.History textbooks are the main tool and carrier of history teaching for teachers and students,and cultural relics are also important physical materials to support history,helping us to reconstruct the world of the past and to explore the mysteries,so history textbooks are indispensable for the selection and exploitation of cultural and museum resources.Since the founding of New China more than seven decades ago,secondary school history textbooks have developed and evolved along with the growth of the Republic,and the selection of cultural and historical resources in textbooks has both pulsed with the development of textbooks and had a unique appearance.This article examines the development of Chinese museum resources in secondary history textbooks since the establishment of New China,and explores the characteristics of these changes and the factors that have influenced them,not only to enrich the study of the development of secondary history curriculum,but also to meet the requirements of the times for the cultivation of core literacy.In addition to the introduction and conclusion,the text has four parts: the first part explains the theoretical issues related to the selection of cultural and museum resources in secondary history textbooks,firstly defining the core concepts of this study: "textbooks and teaching materials" and "museums and cultural and museum resources";then elaborating on the theoretical issues related to the selection of cultural and museum resources in secondary history textbooks.The second part of the paper explains the theoretical basis for the selection of cultural and cultural resources in secondary history textbooks,including theories of cultural and cultural heritage,cognitive development,textbook writing and historiography.The second part of the book reviews the development of the selection of cultural and archaeological resources in secondary history textbooks at various stages since the founding of New China.Based on the syllabus and curriculum standards,and using the textbooks published by the People’s Education Press as a sample,the selection of cultural and archaeological resources is summarized in six stages on the basis of statistics,and a general assessment of the selection is made.The third part summarizes the development and characteristics of the selection of cultural and archaeological resources in secondary history textbooks in terms of the number,types and presentation of resources since the founding of New China,and then analyses the factors affecting the selection of cultural and archaeological resources in secondary history textbooks.The final part of the study is based on the aforementioned research and explains the shortcomings and challenges in the selection of Chinese heritage resources for secondary school history textbooks in China,and then proposes suggestions for improvement by drawing on the experiences of foreign countries in the use of heritage resources,such as broadening the selection of heritage resources,digging deeper into the connotations of cultural relics,enhancing interest and making full use of digital resources.It is easy to find that,influenced by the development of the times,curriculum reform,the development of the cultural and heritage industry,and the philosophy of education and teaching,the selection of cultural and heritage resources in China’s secondary school history textbooks has generally shown a rich variety of types,forms and relevance to teaching since the establishment of New China,but there are still shortcomings such as insufficient information on cultural relics,not conducive to in-depth excavation,and not enough interest,which need to be further studied and improved.The textbooks in China’s secondary schools are generally diversified and relevant to teaching and learning.