As early as 1900, when Zhang Taiyan wrote A Brief Example of General History of China, he had already expressed quite systematic views on the purpose, style and even specific contents of the newly compiled General History of China. Zhang Taiyan believes that the purpose of compiling a general history of China is to "know the track of ancient and modern evolution" and "boost morale". In fact, this style is an attempt to combine the advantages of China's various original history books and bring forth the new. There is a cloud in the article: "There is no need to praise or criticize characters and narratives, as long as we focus on chronicles, then everything in psychology, society and religion can be integrated into it." There are new theories and doctrines in Canon Chronicle. Since he is different from books such as General Examination and Yao Hui, he is just an octahedral chain strategist, not as arbitrary as Zheng Yuzhong's General Records. But what is more expensive than general history has two internal aspects: one is to invent the principle of social and political evolution and decline, and the other is to see it in the canon. On the one hand, it is necessary to inspire and guide the people, and then it will be seen in Jichuan. In 4,000 years, there were hundreds of emperors and thousands of teachers, that is, those who showed their strength in eyes and ears. General history has its own genre, and it can't be regarded as an enlightening resume for everyone. Therefore, it belongs to gentlemen and scholars, and the note is a table. His biography is based on the influence on today's society and written in several articles. There are still various social elements throughout the ages, and suffering runs through them, so the example at the end of the mechanical chronicle is taken as a discipline. The whole book is planned to be 100 volume, and the chronology (table) and biography are also in half. To analyze things and explain principles, we can't just divide the times. Write a letter to Hu Zongxu, but ambition is a must; I want to enlighten people's wisdom and boost morale. Then it can't be as trivial as Yu Zhong, and Ji Chuan is also necessary. "190 1 In September, Liang Qichao published" Historical Narration of China "in Qingyi Daily, and started the topic from the background of the change of world historiography. At the beginning, the article points out that the main difference between the old and new historiography is that the former historians only recorded facts, while the modern historians will explain the relationship between their facts and causality. Previous historians only described the rise and fall of one or two powerful people in the world, calling it historical facts, but the genealogy of a person and a family; Modern historians must explore the movements and progress of all people in the world, that is, all people's experiences and their relationships. "[1] It can be seen that China's historical narrative is undoubtedly the first programmatic declaration of the newly compiled general history of China. In his letter to Chen Shutong on 19 18, Liang Qichao revealed that the style of General History of China he regulated included four categories: factual record, chronology, chronology and biography. 1920, during the Spring and Autumn Period and the Warring States Period, two records and chronologies were completed, one was written in the blind language literature, and the other was written in three generations of religious ceremonies. In his speech at Nankai 1922, he also said that he "made records for more than twenty years" (China historical research method). Regrettably, both Zhang Taiyan and Liang Qichao were involved in politics at that time and devoted themselves to social activities, failing to take the lead in realizing their ambition of compiling the general history of China.
The educational system reform in the late Qing Dynasty, the proliferation of various schools and courses and the need for curriculum innovation pushed the compilation of China's general history in the form of textbooks to a climax. Li Duanfen and Kang Youwei submitted "Please Promote School Discount" and "Please Open School Discount" to the Qing government in 1896 and 1898 respectively. As a part of the "New Deal" in the late Qing Dynasty, the Qing government successively promulgated the Regulations of Renyin School (1902) and Guimao School (1904). The imperial examination was abolished by imperial edict in 1905, and various new schools rose rapidly. This number has soared. The Constitution of Guimao School promulgated by the Qing court (Gregorian calendar 1904 1 month) stipulates that the goal of the history course in primary schools is to "know the origin of Chinese culture, list the virtues of sages in this dynasty, and promote the source of national loyalty and love, especially to talk about local history first and adopt the deeds of local celebrities ... The goal of middle schools is to" pay attention to the relationship between invention facts and debate. "(2) History course is a compulsory course in the new academic system, so the compilation of general history teaching materials in China became an urgent teaching need at that time. Liu Yizhi's A Brief History of Past Dynasties was listed as an experimental middle school textbook by the Qing government.
Although in the whole 20th century, all kinds of China general history books were compiled for the needs of teaching, or were adopted as teaching materials by schools at all levels, the new "history textbooks" published in China since the beginning of the 20th century cannot be regarded as equivalent to the new "China general history". Otherwise, all the history textbooks for junior high schools, senior high schools and universities published in China in the 20th century can be called "General History of China", which is obviously difficult to establish. Generally speaking, it can be said that the former can not act as the latter, and the latter can act as the former. Because of this, few rigorous scholars divide Xia Cengyou's History of China into three volumes (namely, The Latest History Textbook for Middle Schools in China 1904 ~ 1906), Lu Ruiting's New History of China (1907) and Zhang Ying's History Textbook of China into three volumes. Zhong China's new history teaching textbooks are three volumes (19 14), Fu Yunsen's history textbook (1923), Gu Jiegang's History of China (1923) and (3) The History of China Vernacular Literature. From the early 20th century to the early 1930s, the general history works named General History of China were the first, middle and second volumes of General History of China co-authored by Huang Xianfan and Liu Yong (1July 934) and the third volume of General History of China edited by Miao (1August 935). Zhicheng Deng, praised as "the authority of China's general history" by Japanese academic circles, once prefaced the first volume of "Outline of China's General History" co-authored by Huang Xianfan and Liu Yong, saying: "Since modern times, history has always been valued, and it is important that it can keep pace with the times. The study of Gai historiography has become the fashion all over the world. Only cherish the compilation of China's general history, which has not been noticed by scholars. What I saw in the anecdote report was not the selling of Chen's books in the East and West. Based on his opinion, that is, only a few things, too many details, too many omissions. Seeking details is appropriate, which is enough to carry forward Chinese culture, provide reference for the whole world, and is enough for self-study. Huang Jun is now studying history with great concentration. In his spare time, he has compiled three volumes of Outline of General History of China. Although only programs have been prepared, the institutional evolution and social evolution of each era are considerable, and the causal relationship is clear at a glance. All materials indicate the source, so that readers can know the outline of China's history from the right and add more details from the right, which can be described as complex, simple and clear. I hope it will be helpful for teachers' reference and self-learners' exploration and guidance, so it is particularly important to appreciate it as a preface, if it is because books are published around the world to meet the needs of general history ... ". [6] It can be seen that at that time, Zhicheng Deng did not regard middle school and high school textbooks as "a general history of China". This can also be seen from Huang Xianfan's outspoken comments on 5 1 history textbooks commonly used in middle schools since the publication of China history textbooks in the article "Investigation and Criticism of China History Textbooks in Middle Schools in Recent 30 Years" written in July 1933. The article said, "The history textbooks in China began when the middle school was founded in the 28th year of Guangxu (1902). Since then (that is,1933-according to the author), it has been about 30 years. In the course of these 30 years, China's academic thought has been attacked by European style and beautiful rain; 1. With the change of national system and political power, many reforms have been carried out and new designs have been updated; History textbooks, mixed in the whirlpool, are often changed. This paper divides its adaptation into three periods. The political narrative period of the first emperor, from the 28th year of Guangxu to the 2nd year of the Republic of China (1902 ~1913); The second social and cultural narrative period, three to sixteen years of the Republic of China (1914 ~1927); The third new historiography period, from the seventeenth year of the Republic of China to the present. " During the period of imperial political narrative, about thirteen textbooks were published twelve years later. In short, in these thirteen books,' imperial politics' is just. The first three books are all genealogies of emperors, and the last ten books are slightly improved, but most of the materials are mainly political, which is called' the political narrative period of emperors'. The textbooks of this issue are incomplete except the New History of China by Lu Ruiting, the History of China by Xia Cengyou and the History Textbook of China by Zhang Ying. And the most wrong thing is to use Japanese writings as blueprints, change them into textbooks, or directly use them as textbooks. Covering the history of our country has its special purpose and utility, and textbooks are the tools to achieve this purpose. Under no circumstances are outsiders allowed to write for this purpose. [7] Huang Xianfan's recommendation for the history textbooks compiled by Lu, Xia and Zhang is mainly based on the novelty of genre and content editing, but he is very dissatisfied with the phenomenon of "taking Japanese writings as the blueprint, turning them into textbooks or directly using them as textbooks", mainly aiming at Liu Yizhi, Wu Baocheng and others borrowing Japanese works and directly writing the China History Question and Answer compiled by Toyama Bookstore in Japan for scientific teaching. For example, in September of 1902, Liu Yizhi published six volumes of A Brief History of Past Dynasties, which was based on Zhina Tongshi (the fourth volume to the Song Dynasty) written by Muramura, a Japanese modern oriental historian, when he was the deputy editor of Nanjing Compilation Bureau, plus two volumes of Yuan and Ming. The following year, Liu taught the history of China in Nanjing No.41 Primary School, using the textbook A Brief History of Past Dynasties. In the article, Huang Xianfan clearly pointed out the shortcomings of the four-volume Oriental History written by Sang Yuan Zhizang, a Japanese historian of Orientalism praised by domestic celebrities at that time. At the same time, he sent a sobering voice to historians: (Oriental history) "Ancient history is still filled with myths; Cultural materials, pay more and get less; And important historical events, there are also many omissions, not perfect. But in the textbooks at that time, it was called a rare book, praised by celebrities and sages at the same time, and the number was simple. It can be seen that China people's historical knowledge has a long history under Japanese rule. Oh! National subjugation is different, and there are many ways to save the country. What is the knowledge of our national historian? " The article also said that "Swedish Anderson discovered Neolithic culture in Yangshao Village, Mianchi County, Henan Province in the tenth year of the Republic of China, but the textbooks were not adopted at that time. In the seventeenth year of the Republic of China, that is, the current textbooks recorded many stone tools found underground, which was unprecedented. Due to the establishment of the national government and the party's rule over the country, most historical records contain the meaning of the party, so the so-called new historiography in this issue is actually named after "stone tools" and "party righteousness", unlike Robinson's so-called new historiography. The author of this issue, paying attention to underground remains, can be said to have entered a new way of studying history. " [8] This reflects Huang Xianfan's unique concept of new historiography.
The west wind spread eastward in the 20th century, which impacted the endless compilation of the general history of New China. The colorful new historical events reflected from it are like a mirror of China's social changes and concept renewal in the past hundred years, reflecting the responses and feelings of historians in various periods to the problems of the times. Many famous historians attach great importance to the teaching and compilation of the General History of China, and many historians have won academic reputation for this, such as, Pakistan,,, Huang Xianfan,,, Qian Mu, etc. In particular, Huang Xianfan's General History of China is the most outstanding, because he has compiled three General History with different forms and contents in his life, one of which is the Outline of General History of China; The second is General History of Zhuang Nationality; Third, the first draft of China Life Research —— A Study of Ancient Food, Clothing, Housing and Transportation (formerly named Evolution of People's Daily Life in China, subtitled General History of Food, Clothing, Housing and Transportation in China). 2 1 century, after more than 20 years of reform and opening-up, there is no general history of China, so we can only replace the general history of China with the general history of Han nationality, and the general history of ethnic minorities should and must be an integral part of the general history of China. Otherwise, the general history of the Chinese nation is impossible. On July 23, 2000, at the five-day mid-term meeting of the International Union of Anthropology and Ethnology held in Beijing, more than 360 anthropologists and ethnologists from 46 countries called for equality among all ethnic groups in the world regardless of population and social development level, which is the basis for harmonious coexistence and common development of all ethnic groups. Obviously, all ethnic groups in the world should be equal, which has become the voice of the world and the desire of the people of the world. Unfortunately, some scholars in our country have not mentioned the general history of ethnic minorities for a long time when discussing the General History of China, so that their opinions are inevitably unfair. This entry doesn't introduce the general history written by people who also contain Party righteousness, school history or alluding history. I only expound my views on the general history of China compiled by some individuals, but the magnum opus General History of China compiled by some people is not included in this entry.