Japanese History? Simpler ones will do

Go check out "The Rise of Great Powers".

After the Meiji Restoration, it became the first Asian country to establish an academic education and research system for modern history, and had a profound impact on the transformation of Chinese historiography in the first half of the 20th century. To this day, the high level of historical research in Japan continues to be highly regarded by scholars around the world, including Japan. Trees grow from seedlings, great scholars come from ignorant teenagers, and the brilliant achievements of the field of history are based on the undergraduate education of university history departments, and even need to be traced back to the basic education stage of secondary school history classes, which are generally not classified as academic fields.

Based on my own experience of studying in Japan, I would like to introduce how a person in Japan has grown from a history student to a scholar, hoping to provide a little help for everyone to better understand Japanese historiography and provide a reference for the reform of China's history education and training system.

Mix-and-match basic education: World History is compulsory, Japanese History is optional, and textbooks are optional.

The system of elementary and junior high school in Japan is the same as in Japan, with six years of elementary school ("elementary school" in Japanese), three years of junior high school ("junior high school" in Japanese), and three years of high school ("high school" in Japanese). In terms of curriculum and teaching content, Japan implements a system that combines the promulgation of the "Study Guidance Guidelines", the publication of textbooks by publishing houses and the examination of textbooks.

The first time that the content of history was concentrated was in the social studies subject of the sixth grade of elementary school, and the main content was Japanese history, focusing on the activities of people and cultural heritage. In junior high school, social studies are subdivided into three "fields": geography, history, and citizenship.

Unlike Chinese junior high school history textbooks, which are divided into two parts: Chinese history and world history (in fact, limited to foreign history), Japanese junior high school history textbooks are a mixture of domestic history and foreign history, with Japanese history as the main structure. This is because the main purpose of the course is to enable students to understand the historical context of Japan and the characteristics of each era in the context of world history, so the teaching of Japanese history is carried out in a form that is related to world history. The high school has a subject of geography and history, which consists of three specific contents:

Geography, Japanese History, World History. Of these three courses, World History is compulsory, while students can choose between Geography and Japanese History. This is because history classes in junior high school are mainly about Japanese history, so world history is made compulsory in high school.

In recent years, some people in Japan's educational and political circles have proposed to the Ministry of Education, Culture, Sports, Science and Technology (an institution equivalent to the Ministry of Education and Science and Technology that Japanese history should be made compulsory in high school), but it is still being discussed. The difference between A and B is that A has only two credits, and only modern and modern history (i.e., Japanese history since the Meiji era and world history since the Renaissance) are studied. A B has four credits.

Paleolithic period [Jomon period.

Yayoi period. Kofun period.

Asuka era. Heian period.

Kamakura period. 1185-1333).

The era of the Northern and Southern Dynasties.

1334-1392).

Muromachi period. The first half of the 14th century.

Warring States period. The end of the Muromachi period and the Azuchi and Momoyama periods).

Edo period. Meiji era.

Taisho and Showa eras.

Heisei era.