Differences between the old high school history book and the new edition 5

The concept of the old version is vague, if it is said that it is the outline version, then the difference between the old version and the new version is first of all in the style, the outline version is in the form of general history, and the new course standard version is in the form of thematic modules. Secondly, the new course standard version is richer in each lesson section, focusing on the cultivation of students' independent ability, increasing historical materials and history, and improving learning interest and historical charm. If the new version refers to the latest version of the textbook in 2012, then the biggest change compared with the previous textbook is the subject change, for example, the first lesson of compulsory course 1 has been changed from "from the alliance of internal and external services to the establishment of feudal states" to "the Xia Shang system and the feudalism of the Western Zhou Dynasty"; The second lesson was changed from "the establishment of the centralized system" to "the establishment of the great unification and the Qin Dynasty's centralized system"; The third lesson was changed from "the struggle between centralization and decentralization" to "the maturity of the ancient political system".

The only thing that is clear is that there are fewer negative sides of the Kuomintang in the history books, the content is simplified, the lines are elongated, and the mobile phone is incompetent 600 words, and there is a word limit

The old version of the book is at least more realistic and comprehensive. The new version, it's so fake, ahh I thought that the history of high school would be real, but in fact, it is similar to junior high school! Extremely disappointed!

The new edition of the general high school history textbook has a total of 5 volumes, of which the compulsory textbook is divided into 2 volumes of "Outline of Chinese and Foreign History", and the optional compulsory textbook is divided into 3 volumes: "National System and Social Governance", "Economic and Social Life" and "Cultural Exchange and Communication".

The new version of the textbook is also the people's education version, which is the people's education version of the textbook, and the textbook published by the People's Education Publishing House is referred to as the people's education version. This version of the textbook is available from elementary to high school. It is also the textbook used in most schools.

Other textbook versions are available:

1. Beijing Normal University version (this is also useful throughout the country, but it has a much smaller audience than the people's education version).

2. Jiangsu Education Edition (for Jiangsu Province).

3. Southwest Normal Edition (used in some places in Sichuan).

4. Other regions include Lujiao Edition, Foreign Research Edition, Cantonese Education Edition, Yuelu Edition, Science and Education Edition, Zhongdi Edition, Zhejiang Science Edition, Niu Translation Edition, Hunan Education Edition, etc.

There are a total of six tour books in the history book of the high school people's education edition, which are:

Elective 1: A Review of Major Reforms in History, Elective 2: Democratic Thought and Practice in Modern Society.

Elective 3: War and Peace in the 20th Century.

Elective 4: Commentary on Chinese and Foreign Historical Figures.

Elective 5: Exploring the Mysteries of History, Elective 6: World Cultural Heritage.

Convergence. There are a total of nine high school history books, three compulsory books, and six elective books.

The compulsory books of the Historical Education Edition are:

1. Compulsory 1, Political History.

2. Compulsory 2, Economic History.

3. Compulsory 3: History of Ideology, Culture, Science and Technology.

1. Compulsory: 3 books; Electives: 6 books. The general high school history course consists of compulsory and elective courses.

2. The compulsory course of history in ordinary high school is divided into three learning modules: history ( ) history ( ) and history ( ), including 25 learning topics related to ancient and modern times, Chinese and foreign relations, which respectively reflect the important historical content in the fields of human society and politics, economy, ideology and culture, science and technology, etc., and are the basic content that all high school students must learn.

3. The general high school history elective course is a learning content for students to choose, aiming to further stimulate students' interest in learning, expand students' historical horizons, and promote students' personalized development. The history elective course is divided into six modules: Review of Major Reforms in History, Democratic Thought and Practice in Modern Society, War and Peace in the 20th Century, Commentary on Chinese and Foreign Historical Figures, Exploring the Mysteries of History, and World Cultural Heritage Collection. In the process of compiling and teaching teaching materials, relevant learning content can be added according to the actual situation.

The difference between the two:

1. Differences in knowledge:

The junior high school mainly starts from a macro perspective, taking into account the temporal and systematic nature of historical knowledge.

In high school, knowledge developed in depth from both micro and macro aspects is selected, and more emphasis is placed on the thematic nature of historical knowledge.

2. Differences in ability:

Junior high school requires the mastery of basic historical skills, such as: the ability to correctly calculate historical eras, recognize and use historical charts and other basic skills, the ability to process historical information, the ability to state historical issues, the ability to imagine history, the ability to transfer knowledge, and the ability to form certain induction, analysis and judgment on this basis.

In addition to further cultivating students' ability to obtain historical information through various methods, high school mainly cultivates historical thinking and problem-solving ability through cognitive activities such as analyzing, synthesizing, comparing, inducting, and summarizing historical facts.

3. The difference between process and method:

Junior high school mainly requires students to perceive history and form a preliminary understanding of the development of history while learning and accumulating historical knowledge in cooperation and cooperation.

In high school, emphasis is placed on mastering the basic methods of historical learning, mainly including: the basic methods of historical materialism, the methods of independent thinking, and the study habits of cooperation and communication with others.

4. Differences in curriculum systems:

The junior high school adopts the general history style of theme + time sequence, mainly in the form of themes, the knowledge system is incomplete, the knowledge structure is scattered, the general history is not comprehensible, and the theoretical concepts are vague.

The new high school history curriculum adopts the style of module + topic, which is conducive to improving the ability of high school students to comprehensively analyze problems, but the time sequence is reversed, the jump is large, the continuity and systematization are lacking, and the knowledge of students is also very high.

5. Differences in course teaching suggestions:

The teaching suggestions for junior high schools should focus on strengthening the diversification and modernization of learning forms, teaching methods, and teaching methods, and emphasizing the emotional education function of history courses.

The high school emphasizes the strengthening of objective and timely evaluation of students in the teaching process.

In high school, students are required to develop the ability to discover, analyze and solve problems.