A historical question

There is a considerable amount of time for the study of Japanese history in junior high school, but the learning objectives and contents of Japanese history are set from the educational purpose of social studies, while in high school, the learning objectives and contents of Japanese history are set from a systematic and specialized perspective, emphasizing independent history learning. The objectives of the program are: "To understand the development of Japanese history from the perspective of world history (subject characteristics), especially in the formation and development of modern society, to examine the international environment related to the development of Japanese history (study focus), to develop the ability to think about history, and to cultivate the national consciousness and quality of Japanese people living in the international community (training objectives)."

Japanese History B: "To develop a comprehensive understanding of the development of Japanese history from the perspective of world history (subject characteristics), to have a deep understanding of the culture and traditions of the country (the focus of study), to develop the ability to think about history, and to cultivate the national consciousness and quality of Japanese people living in the international community (training objectives)". The content of Japanese history A is divided into four categories, from "Japan and Asia in the Ancient B" to "The Formation and Development of Modern Japan". Features are:

1.Geographically, we will focus on the historical development of Japan as an Asian country. 2.

Focusing on the study of modern and modern history, it highlights Japan's position in world history after the Industrial Revolution. The contents of the history of Japan. There are seven categories, from "The Dawn of Japanese Culture" to "The Modern World and Japan".

Students are characterized by a full understanding of the characteristics of their own country's culture and traditions, and use them as a basis for understanding the cultures of other regions and promoting international exchange.

Comparing the division of social history in junior high school and the old high school Japanese history textbooks, first, the study of "world history as the background of the development of Japanese history" was transformed into the study of "understanding the development of Japanese history from the perspective of world history", and the depth and density of learning were increased. It no longer gives the study of Japanese history the feeling of being isolated from world history, and highlights the educational purpose of cultivating "international qualities." Second, it will "understand historical international relations and cultural exchanges, and consider the profound impact of Japan's historical and cultural exchanges with other countries; Caring for the cultural life of other nations and cultivating a spirit of international cooperation", "Examining the international environment related to the development of Japan's history (each era)."

The content composition is more sufficient, so that students can greatly broaden their learning horizons. At the same time, the angle of looking at the problem has gradually shifted from a flat type to a three-dimensional type. Third, it enriches the study of modern and modern history.

The modern content has become more systematic and thematic than the previous textbooks, starting with "Japan's Path to Modernization and the World in the 19th Century" (a) and "The Formation of Modern Japan and Asia" (b). Fourth, it enriches the historical and cultural aspects of the local community. Fifth, in terms of study guidance, more emphasis is placed on the guidance of Japan's cultural characteristics.

The controversy over Japanese history textbooks that occurred this time actually began in the mid-90s of the last century, and this is the third major debate on the direction of Japanese education since the end of the war, reflecting the violent turmoil in Japanese social thought in the face of the challenge of internationalization in the context of the increasingly obvious trend of globalization in the world economy after the end of the Cold War. How to educate Japan's younger generation in society and the concept of history in the new international environment is a major issue that has a bearing on the future direction of Japanese society.

It is to deny the war of aggression against China.