A Study on Narrative Reconstruction in Junior High History Textbooks from the Perspective of Exchanges and Mutual Learning Among Civilizations: A Case Study of Silk Road Teaching

Min Cui; Chuan Lu; Jialin Zhao

doi:10.6918/IJOSSER.202608_9(8).0015

Authors

Min Cui Yangtze University, Jingzhou 434023, China
Chuan Lu Yangtze University, Jingzhou 434023, China
Jialin Zhao School of Shashi Experimental Middle School, Jingzhou 434000, China

DOI:

https://doi.org/10.6918/IJOSSER.202608_9(8).0015

Keywords:

Intercultural Exchanges and Learning; Academic Curriculum; Middle School History Syllabi; Silk Road.

Abstract

The 2022 Compulsory Education History Curriculum Standards, and their 2025 revisions, clearly state that the teaching objectives of history should help students develop an international outlook. Given the above circumstances, it has become necessary to rethink the discourse in textbooks and emphasize the importance of reciprocal knowledge sharing and mutual cultural development along the Silk Road in junior high school history teaching reform. The 2024 updated national unified junior high school history curriculum adopts the concept of mutual learning among civilizations as its main thread and has reconstructed the logical structure of the unit "The Qin and Han Dynasties: Sino-Foreign Exchanges". Based on the analysis of text, images and sidebars in the 2017 and 2024 versions, this study has found a fundamental change in the pattern of internal discourse: it has shifted from a structure of one-way cultural dissemination to bilateral interactive exchange, and at the same time, it has moved from a Central Plains-centric view to a perspective of various civilizational coexistence. In light of the teaching of history, this study presents some practical ways to promote students' sense of cross-cultural literacy.

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