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With the reform of basic education curriculum further,there have been dramatic changes of system of textbooks in China.In 2004,there are four versions of the new curriculum of high school history textbooks,which are published by People’s Education Press,People’s Press,Yuelu Press,and the Elephant Publishing House respectively,and have been passed the qualification review by teaching material of countrywide middle and primary school authorized committee.And they break the situation of’one textbook,one country".This trend reflects the diversity of textbooks,and is refreshed us.However,due to each of press editors having various academic point of views about our national criterion of history curriculum,it is different to understand and interpretate those books.Thus those history textbooks vary from one another in vesion.As a result,it plays a very important role to study comparatively those characteristics of the four different versions of them and explore their shortcomings,and to explore whether or not them implement the curriculum reform of the basic ideas,and to use appropriately those new history textbooks and to help high school teachers grasp better teaching contents and development of curriculum resources.In this paper,taking economic history module for example in compulsory courseⅡrespectively,those books are explored and discussed in five aspects,which fundamental theories are the applied theory of history and the historial pedagogy,pedagogical psychology,being linked closely to "the high school history curriculum standards".In the first part,there is a introduction which including the background research,the situation to the comparison and the study of the history textbooks,and this research topics and significance. In the second part,the system structures of the textbooks are compared.Then the structure of the system of the new course content standards compare with those four experimental versions of them with charts,as well as their characteristics and the new curriculum ideas.In the third part,there are many comparative studies about the teaching contents of textbooks,which including the comparative studies of their depth and scope,the reviews of the historical facts,the social life of history and the text reading,and so on.At the same time,Ⅰwill explore the implementation of the objectives of the course in the experimental versions,the analyses of depth and breadth of historical knowledge,the different reasons about the comparative analyses of the historical facts and evaluation,the characteristics of the reading text comparing with those textbooks,the function of the readings.At last,Ⅰwill express my own views and opinions to those books on the basis of comparation.In the fourth part,there is a comparative study of the accessory system of the textbooks,which including the characteristics the text column setting about those textbooks,the principles of them,comparative study of the after-class designs in textbooks.Finally,Ⅰwill explore the characteristics of the after- class column designs,the comparative analyses of the contents and the feature of after -class exercise setting,and put forward some proposals for the after-class designs.In the end,there are some conclusions and suggestions,on the basis of comparative analyses of the four textbooks above,Ⅰwill sum up those characteristics,advantages and disadvantages,afterwards,Ⅰwill put forward some suggestions about adjustments to those textbooks as well as new curriculum implementation.
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