Yes, but in most cases, this is a problem, not a mistake. What are the problems? We'll talk later.

Our current textbooks are actually quite rigorous and have undergone heavy scrutiny. If it is inconsistent with some historical viewpoints, it is also a normal discussion within the academic scope.

Of course, the textbooks are lagging behind, and no new historical views and materials have been added. But it's a textbook after all. It is not easy to change the edition, so it is naturally not as good as academic publications.

There is often a saying on the Internet that teaching materials are inconsistent with real history. But first ask: What are we studying history for? As individuals, everything we do has a process of "discovering laws-summing up methods-making achievements". As a human group, we also have such characteristics. Studying history is to help us complete the first two steps. In the words of the ancients, it is called "taking history as a mirror, you can know the rise and fall."

So there is no such thing as truth in history. It is a tool to help you explain and build a system. Everyone uses different historical views and historical argumentation methods, and this subject will have vitality. If there is only one explanation and one truth in history, there is no harm in not learning this history.

However, does it mean that high school history textbooks are good, perfect and trouble-free?

Of course not. There is something wrong with the current history textbooks, which will do some harm to students' view of history.

But this kind of harm does not stem from authenticity. Because even if the book is wrong, it is no big deal. The truth is a child of time, textbooks can't be hidden, and the Ministry of Education can't hide it. After a long time, as long as you have the heart to explore history, you will always find the right one. What's really scary is not here.

1 is the order, arrangement and style.

At present, the mainstream high school history textbooks, People's Education Edition and Yuelu Edition, are divided according to political, economic and cultural sectors. This arrangement will split students' view of history and cause great obstacles to understanding and learning.

For example, if we talk about western democracy, it will require you to finish a class.

So the glorious revolution of Britain before the industrial revolution, the independence of the United States after the industrial revolution, and the representative system of Germany and France later were all plugged together.

Many students who feel that history is not easy to learn, or those who are near the college entrance examination, can easily fall into a misunderstanding: subconsciously, they always feel that these events are very close to each other. But in fact? They belong to before the industrial revolution, after the industrial revolution and after the second industrial revolution, with a gap of nearly two centuries. This will make students' memory particularly painful.

If that's all, it doesn't matter. But what is even more frightening is that the two industrial revolutions were written in another book!

In addition, this arrangement will also put some people who are very close to each other in two places far apart from each other in the textbook. For example, Darwin was only nine years older than Max in history, and their homes in England were less than 20 miles apart. But I asked many high school students. They don't think Darwin and Marx lived in the same era. They think Darwin and Newton are contemporaries. When was Newton? He was born 166 years before Darwin, and he is already an "ancient god".

This is fragmentation, and fragmentation actually has a greater impact on students than falsehood. We are not afraid of falsehood, because falsehood can be found. But fragmentation has caused the collapse of the whole logic system, and the reception of any knowledge behind you is actually an obstacle.

Under this arrangement, history has become a basket of proverbs, fragmented so-called big events, and some big people. It becomes, boring and lacks details.

2. Missing details

Details are very important for us to learn and understand history. But in our current textbooks, there are few details.

For example, three great enlightenment thinkers: Montesquieu, Voltaire and Rousseau.

We just tell the students stiffly what these people stand for. We won't tell students that these three people actually have different identities. Montesquieu is a high-ranking judge, and Voltaire is a fascinating professor, just like Weber v. Rousseau? Just a poor foreigner from Geneva.

If we cross the meeting place and meet these three people. Will they say I am an enlightenment thinker Montesquieu/Voltaire/Rousseau? No, they said: I am a judge/professor/Geneva XXX, and my idea is XXX.

They all have their own identities, which are closely related to their views.

As a justice, Montesquieu, whose ass decides his head, will consider how to divide the so-called government power structure, and then he will come up with a way to divide power.

Rousseau, at the bottom of society, naturally considered the relationship between people and government, so he put forward the social contract theory of people's sovereignty. These are things that are easy to understand. As long as you mention and introduce their identity, they will naturally blend in. But we always ignore these, and knowledge is put there coldly.

3. Lack of content

The third is the lack of content. At this point, the current textbooks may not be as good as those in the Republic of China.

How can I put it? In other words, we always artificially delete something that we think is unimportant. For example, the sinking of the Titanic, is this history? We don't think this is history. This is a thing! It has nothing to do with economy, culture, military and politics. Can it be compared with the outbreak of World War I? Can it be compared with the second industrial revolution? Neither.

But tell me, who doesn't know that the Titanic sank? Everyone knows that. But we think it is not helpful for us to study history, and it belongs to the category of crooked knowledge. In fact, our textbooks will become a great fulcrum as long as they are properly guided.

Titanic was the largest movable steel structure that mankind could create at that time, the peak of the second industrial revolution, and the jewel in the crown of the whole second industrial revolution. And its downfall is actually like a metaphor, implying that human beings are out of control in the face of technological explosion like the second industrial revolution. Its sinking has sounded the alarm for the whole European society: people are too arrogant. If they master technology consciously, they will conquer nature, but they are still too small in front of nature.

Two years later, World War I broke out. In fact, World War I was another Titanic that we couldn't sail well. This Titanic can also be called human civilization.

Now we understand that World War I can be explained as a human catastrophe caused by the inability to adjust the rapidly changing relations between major powers after the second industrial revolution. Look, what a good metaphor.

There are many things like this, which have been artificially deleted by our textbooks. I think it's a pity. At that time, it seemed to be a big event, but now I feel that it can't be arranged in the big clues of cultural development, economic development and political development, so I throw it away. Therefore, our history lacks the necessary lubricant, Ganba.

Don't lie, but don't tell the whole truth.

This last one. If there is any lack of knowledge in current history textbooks. I think it is still a part of world history. China's ancient history has the least problems. For the modern history of China, there are too few lies, but the truth is not completely told, which will lead to many misunderstandings. This is quite serious in world history. In the early years of the 20th century, the contents of the October Revolution, the Paris Commune and the Stalinist New Economic Policy were still relatively backward. When students learn this piece of music, they are particularly vulnerable to dryness and cold.