It is not an exaggeration to describe the influence of the implementation of the new curriculum standard with "who dances dagger and draws sword from all sides", which puts forward new requirements for the compilation of teaching materials and the teaching of front-line teachers. Through the subtitle of "Political Evolution from Han Dynasty to Yuan Dynasty", we can see that four sets of new textbooks, People's Education Edition, Elephant Edition, Yuelu Edition and People's Education Edition, present colorful new courses for teachers and students, with their own characteristics in structure, material selection and thinking training. Through comparison, we realize that the compilation of political history textbooks needs to clarify the characteristics and elements of political history, select typical materials reflecting the development process of political civilization, and also realize that front-line teachers should strengthen the study of new curriculum standards, learn to use new textbooks well, fully understand the characteristics of political civilization in different periods, and pay attention to the all-round development of students. Keywords: fully understand the characteristics of political civilization in the new curriculum standards and new textbooks. The preface "Who dances with a dagger and draws a sword from all sides" literally describes the influence of the implementation of the new curriculum standard, and puts forward new requirements for the compilation of teaching materials and the teaching of front-line teachers. In the tide of curriculum reform, textbook reform is always the forerunner, and the situation of "one program and one book unify the whole country" has come to an end, which makes the new history curriculum in senior high school appear a surprising situation. The four sets of textbooks, Yuelu Edition, People's Education Edition, People's Education Edition and Elephant Edition, are all based on the basic principle of "expounding the process and laws of human historical development from the perspective of historical materialism, further cultivating and improving students' historical consciousness, cultural literacy and humanistic literacy, and promoting students' all-round development", and have integrated the concept of the new curriculum, giving teachers and students a refreshing feeling. The author chooses "the historical facts of the evolution of political system from Han Dynasty to Yuan Dynasty, explaining the characteristics of ancient political system in China" as the starting point in the first topic of the new curriculum standard module of senior high school history 1, compares the details of four versions of textbooks, analyzes their commonness and differences, discusses the characteristics of compiling political history textbooks, and puts forward the efforts of front-line teachers in the new curriculum reform, with a view to deepening their understanding of the new curriculum standard and promoting the curriculum reform. I. Analysis of Curriculum Standards 1. Content Standards As for the characteristics of China's ancient political system, Interpretation of History Curriculum Standards for Ordinary Senior High Schools (hereinafter referred to as Interpretation) points out: "The autocratic and centralized state system model established by Qin Shihuang had an important impact on the later feudal dynasties. Later, from the Han Dynasty to the Sui and Tang Dynasties and even the Yuan Dynasty, whether it was the formation of internal and external dynasties, the three provinces and six departments system or the Chinese book system, the power of the central government was gradually concentrated in the hands of the emperor, which fully reflected the essence of absolute monarchy. " The autocratic centralization established in Qin and Han Dynasties was the main political system in ancient China. Centralization and absolutism actually refer to the ancient form of state management in China. Absolutism, that is, horizontally explaining the power distribution of the central decision-making organs, is a system of absolute monarchy; Centralization is to explain the structural form of the country vertically, and the relationship between the central and local governments is a system in which local governments obey the central government. From the Han Dynasty to the Yuan Dynasty, centralized absolutism was based on the county system, with the emperor system as the core, and the development direction was the continuous strengthening of the monarchy system. 2. Curriculum objectives The new curriculum standard says, "On the basis of compulsory education, we should further understand the major historical issues in the process of historical development, including important historical figures, historical events, historical phenomena and the basic context of historical development." In terms of methods and abilities, the curriculum standard puts forward that "understanding political change is the result of many factors in social and historical development", and in terms of emotional attitudes and values, the goal is "understanding that human society is a long and difficult historical process from autocracy to democracy and from rule of man to rule of law". China's ancient political system is a model in the process of world political civilization, a great contribution made by the ancient people of China to the world, and a constantly improving central official system, official selection system and supervision system. At the same time, the autocratic system obviously hindered the social progress of China, especially the important reason for the slow development of modern China. The new curriculum standard breaks the general history style and shows the historical development context with special topics as clues. The description of the characteristics of political development in this period from Han Dynasty to Yuan Dynasty requires that the teaching materials "select important political systems, historical and political changes, major political events and their important historical figures that can reflect the basic characteristics of a historical period as special study contents." It is undoubtedly a great challenge to the textbook to choose typical historical facts to sort out the development context of this period, explore the continuous improvement of autocratic centralization and the continuous strengthening of autocratic monarchy, and enable students to understand the characteristics of China's ancient political system through learning and form the ability of multiple cognition. Under the premise of interpreting the curriculum standards, front-line teachers should study teaching materials, expand resources, explain China, an ancient political system spanning thousands of years, to students in a simple way in a limited time, and guide students to gain something through learning activities, which are all important topics under the new curriculum standards. Comparison of the structure, material selection and planning of the four editions of the textbook People's Education Edition and Elephant Edition list the evolution of the central and local political systems from the Han Dynasty to the Yuan Dynasty, and discuss the evolution trend of China's ancient political system from the change of institutions and official positions, which shows that the textbook writers focus on the history of the political system and draw a clear line on the basis of listing-the continuous strengthening of centralization and autocratic imperial power constitutes the characteristics of China's ancient political system. Both versions pay attention to integrity and organization, with refined materials, clear clues and rigorous structure, which conforms to the age characteristics of high school students and is conducive to students mastering basic knowledge. But the author thinks that political history is not equal to official history, and political civilization is not equal to institutional history. The new curriculum standard of history in senior high school puts forward that we should understand the historical laws through historical figures, events and phenomena, and only by enriching specific figures, events and phenomena can we arouse students' interest in learning history. Yuelu Edition also grasps the two main lines of the evolution of centralization and absolutism, focusing on a series of activities and changes of political figures, political events and political systems with the two clues of "the dispute between centralization and decentralization" and "the continuous strengthening of autocratic imperial power", and puts the institutional evolution of this period in the activities of ancient political fields in China. On the one hand, the content of the textbook expounds the changes of the system in the conflicts and struggles of typical historical events, such as the Seven Kingdoms Rebellion and the Anshi Rebellion, which are both the reasons and the results of the changes; On the other hand, with typical historical figures as the core, such as Emperor Wu of the Han Dynasty and Song Taizu, this paper expounds the role of major historical figures in the evolution of the system, which is the result of struggle and conflict. The compilation of Yuelu Edition is rich and vivid, and it pays attention to the integrity of historical development without deviating from the basic clues, and has a description of the reasons, processes and results. Yuelu Edition also highlights the stage characteristics of development, that is, by the Song Dynasty, the struggle between the central and local governments had basically come to an end, and local governments could no longer resist the central government. But there are also cases where the content is entangled. For example, when talking about the measures taken by Emperor Wu of the Han Dynasty, textbooks put the establishment of China and North Korea in the third lesson "The struggle between centralization and decentralization", which is obviously inconsistent. In fact, the various measures of the ancient emperor must have strengthened centralization and imperial power, and the complete separation of the two clues seems to be rigid. On the other hand, the human edition is not limited to the enumeration system, nor does it clearly describe two clues. Instead, the strengthening of absolute monarchy was regarded as the greatest feature of China's ancient political system. Around this feature, the legal system, official selection system, central administrative system and supervision system are expounded. It is particularly worth mentioning that among the four versions, only the people's version has a lesson, which specifically expounds the influence of dynasty replacement and class struggle on the evolution of the political system. The People's Edition weakened the Han Dynasty to Yuan Dynasty, but put this stage into the process of political civilization. Although the People's Edition has no rigorous clues, it contains the outstanding achievements of China's ancient political life-the system of selecting officials and the system of supervision with a broader mind. At the same time, among the four editions, only the People's Edition talks about the people promoting the progress of the political system through class struggle and expanding the superstructure of the political system from the history of the ruling class to the history of all mankind. In terms of thinking training textbooks, the four versions of the textbooks have made great efforts to cultivate students' historical learning ability, including the ability to read materials in various ways, obtain historical information, and the cognitive ability to analyze, synthesize, compare, summarize and summarize historical facts. The compilation of teaching materials pays attention to mobilizing students' learning enthusiasm, fully embodying the concept of "student-oriented", paying attention to the horizontal and vertical comparison of history, and paying attention to discussing and exploring learning from history. The problem of setting up the People's Education Edition is clear and straightforward, pointing to the requirements of curriculum standards, such as "How did the political system evolve from Han Dynasty to Yuan Dynasty?" "What do you think are the characteristics of the political system from Han Dynasty to Yuan Dynasty?" These two special topics directly solve the key and difficult points of this course, which is helpful for students to master basic knowledge and skills. In addition, the People's Education Edition guides students to apply what they have learned by analyzing historical information (the bronze seal of the Yuan Dynasty) by means of "learning window" and "learning extension", and also guides students to extend history learning from classroom to social life, such as "Which administrative region did your hometown belong to in the Yuan Dynasty?" The setting of this topic makes full use of students' life experience, strengthens the connection between historical knowledge and real life, and is conducive to cultivating students' interest. The most distinctive detail of the Elephant Edition is that it lists the major events in the same period in foreign history in the header of the textbook, which is helpful for students to contact and compare China and foreign countries. His after-class "Key Points Review" lists five ancient political systems, and also embodies the writing spirit of Elephant Edition with official history as its main content. Yue Lu is the version that quoted China's classical works the most among several versions. Whether reading materials or fine print, many of them are quoted from the original text, which increases the difficulty of reading the text to some extent. In particular, after-school activities suggest that "refer to Liu Zongyuan's" On Feudalism "and write a small paper about feudalism or about counties". There are no articles about feudalism in Chinese and history textbooks of middle schools. The materials cited in the People's Edition are the most abundant and refined. Whether it is imperial edict, imperial seal, tile, imperial gold medal list or ivory waist tag, it is very intuitive and conducive to improving students' interest in learning. The "discussion" and "thinking" in this paper pay attention to vertical comparison and horizontal connection, which have theoretical depth and are beneficial to thinking training in the learning process and reduce the difficulty of teachers designing thinking questions. At the same time, after-class "self-assessment" and "material reading and thinking" are less difficult, and students can successfully complete them. Third, the enlightenment from the comparison First, the compilation of political history textbooks under the new curriculum standard should break through the old framework and reflect the process of political civilization from the height of human civilization. From the above comparison, we can see that each edition of the new textbook gives people a refreshing feeling, and the editor fully embodies the spirit of the new curriculum when compiling the textbook. After reading the curriculum standard, the compilers of the fourth edition have their own advantages and characteristics in details, which reflects the diversity of teaching materials. It can really be said that "from one side of the mountain, the distance is different." Some pay attention to the study of institutional history, some pay attention to the overall development of political history, and some pay attention to the process of civilization evolution history; There are also differences in choosing typical material service themes; In terms of students' thinking training, all editions of textbooks try to break through the traditional question types and thinking modes, link students' history learning with real life, and put the cultivation of historical thinking ability in an important position. Editors' rigorous academic attitude and active thinking have fundamentally promoted the overall progress of history teaching in middle schools. How to compile the textbook of political history under the new curriculum standard? How to describe the development of ancient political civilization in China? The author thinks that the main content of political history should include political system, political phenomenon, political figures and political thoughts. The political system in ancient China was mainly autocratic monarchy and centralization, from which came the emperor system, central official system, local partition system, official selection system and supervision system. Political phenomena include political reform, policy adjustment, the war of unification and separation, eunuch's authoritarian power and cronyism, which reflect the rise and fall of class relations and struggles, dynasty replacement and chaos. When interpreting the curriculum standards, we should understand the compiling goal of the curriculum standards for political civilization, and choose the details in the historical process to reflect the main development trend. These details don't mean trivial content. For example, clapham said, "History is a seamless garment ... The change of this historical garment is often extremely slow and difficult to detect." But if we look closely, we will find that there are many "seams" and "new materials" in this seamless dress, which is what we call details. The new curriculum standard says: "Political activities are an important part of human social life. It is closely related to socio-economic and cultural activities and interacts with each other. Understanding the important political systems, major political events and important figures in Chinese and foreign history, exploring their role and influence in the process of human history, and drawing necessary historical lessons are one of the basic contents of high school history learning. " From the curriculum standards, we can know that the study of China's ancient political system should be an important window to understand China's ancient political activities. Through this window, in addition to understanding, we should also discover its laws, explore its role and influence, absorb its essence and discard its dross. To study the evolution of political system from Han Dynasty to Yuan Dynasty, we should not only look at the system itself, but also study the historical facts related to the system. The author agrees with the practice of Yuelu Edition and People Edition. At the same time, there must be related political ideas behind any political system. The People's Edition specially set up the topic of "Political Design in the Times of a Hundred Schools of Thought Contention", and discussed the political opinions of various factions, which paved the way for the later understanding of authoritarianism. Historian Qian Mu said: "Many political systems in China's history have great courage and can be maintained for a long time without harm. Therefore, being attacked by future generations is a concrete manifestation of an irreversible strength and value of China's historical tradition. " For example, the ancient official selection system in China, represented by the imperial examination system, is undoubtedly a brilliant stroke in the ancient civilization of the world, and it still has reference significance until now. However, several editions pay little attention to this political system, which is not conducive to students' comprehensive understanding and correct evaluation of China's ancient political system. Students are deeply impressed by the harm of Fan Jinzhong Imperial Examination, and the functions of rational analysis and comprehensive understanding in history education have not been brought into play. Second, in the teaching of political history under the new curriculum standards, teachers should deeply understand the curriculum standards, study teaching materials and pay attention to the development of students. The new curriculum standard replaces the syllabus, which means that the highest "baton" of teaching has changed from an unshakable syllabus file to a flexible curriculum standard. The textbooks and many books under one standard are no longer the only blueprint for teaching. Thoroughly understanding curriculum standards is the most basic attitude of front-line teachers in teaching, and the previous concept of "teaching is teaching textbooks" has undergone fundamental changes. For example, the behavioral verbs such as enumerating, knowing, knowing, speaking and briefly describing in the curriculum standard belong to the requirements of memory, while the behavioral verbs such as generalization, understanding, explanation and induction belong to the requirements of understanding, and the behavioral verbs such as analysis, evaluation, comparison and discussion belong to the requirements of application. (This is quoted from "Contents of Modern History of China (Compulsory 1)-Interview with Professor Zhu Hanguo, Editor-in-Chief of Senior High School History Textbook", published in Zhongshishen, No.212006). Only when teachers gradually understand all the requirements and expressions in the curriculum standards can they reasonably use teaching materials and various curriculum resources and explain and guide them in a simple way. For example, in the evolution of the political system from the Han Dynasty to the Yuan Dynasty, the Han Dynasty, the Tang Dynasty, the Song Dynasty, the Ming Dynasty and the Qing Dynasty were several dynasties with relatively concentrated political system construction, and these important periods were all promoting the construction of the ancient political system in China in waves. The evolution of the political system in the Northern Song Dynasty is a link that cannot be ignored. Although some versions don't pay much attention to the Northern Song Dynasty, if we don't know the changes of the Song Dynasty, we can't understand why the Ming Dynasty abolished the prime minister at once, let alone why the Song Dynasty was poor and weak. Then, how to explain the strengthening of autocratic imperial power and centralization in this period from the restriction of civil servants on military attache and the separation of powers? On the basis of a profound understanding of the evolution of China's ancient political system, teachers can connect people who are familiar with Lin Chong, Pan Renmei, Yang Jiye, Yue Fei, Tong Guan and other related events, so that students can go deep into the long river of history and have a simple explanation, thus generating a sense of intimacy. In traditional history teaching, we all emphasize the clues within the knowledge system, whether in time, system evolution or ideological change. We are greedy for all the laws of the development of human history, but we often ignore that the greatest charm of history discipline lies in its flesh-and-blood details, which are full of countless contingencies. Therefore, while cultivating students' basic skills and application ability, we should pay attention to the richness and diversity of history learning; We should pay attention to the application of various materials and details while looking for various laws. Through the content of "Historical facts about the evolution of the political system from Han Dynasty to Yuan Dynasty, explaining the characteristics of China's ancient political system", we thank the editors for bringing such colorful teaching materials to the teachers and students, and let us feel the changes and challenges brought by the new curriculum from a qualitative perspective. At the same time, we also feel that it is the common expectation of students, front-line teachers and experts to fully implement the spirit of the new curriculum standard and compile new teaching materials welcomed by teachers and students.