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What? Changed the textbook?

Since this new first-year junior high school started using new textbooks, the seventh-grade first semester textbooks have already been released (in regions with the May Fourth education system, there is also an additional sixth-grade first semester).

According to the ten-year replacement rule, it is time for an update (the currently used version was newly released in 2012).

Unlike the minor repairs of the past, and following the general @route together the constantly updated ideological and political education (which has undergone major changes year by year).

This time, it has been completely renewed. Even the curriculum standards have changed (2022 version) (the old version used the 2011 standards).

The set of books we refer to as the new textbooks by the older teachers has also become the old textbooks that are about to retire...


No longer a junior high school student, just look at a few interesting ones.

Taking Japanese as an example:

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The theme color has changed from pink to green, and the cover image has transformed from the original carp streamers to the sakura of my hometown.

This chat box-style layout design... varies from person to person.

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(Old cover)

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I’m still a bit unaccustomed to the change in main characters; the art style and overall layout have become more modernized.

(Is this a unification of the art styles across subjects? English is no longer the dough figure now.)

(The most important thing is that it has finally changed from two colors to full color!)

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Old textbook art style, above.

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The table of contents is still the old format.

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Skipping the kana part, we arrive at the text and dialogues, which are arranged more like the previous English textbooks.

(After all, the new college entrance examination papers are also in English format now).

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A more organized vocabulary list and communication and grammar sections, aligning more with high school Japanese, and there is more space for note-taking.


There’s also history; this is a nationally mandated version with a unified textbook.

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The unit homepage has added a timeline.

(This not too rustic fresh color style has quite a stereotypical impression of Hong Kong and Taiwan textbooks.)

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The main historical perspectives are likely to remain unchanged, but it looks more dynamic and lively, doesn’t it?

(Just like marking with colored highlighters in the Yongle Encyclopedia)

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Appendix, this is a good thing.

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Learning history is more about learning historiography.


In high school, there doesn’t seem to be any major changes in the main subjects; it seems that only the Japanese compulsory one has changed its cover (the content hasn’t changed at all).

(No matter how much it changes, it won’t affect us seniors (laugh))

Explosive theory: As long as the syllabus doesn’t change, the textbooks will have no essential difference regardless of how they are compiled; by the time of the final review, the textbook's role is minimal.

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Where is this? At least the author can’t tell.

(Maybe the original image copyright has expired?)

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(Old cover photo of Mount Fuji, above.)


In addition, there are a few more arts subjects (film, drama, dance); based on the principle of not testing and not learning, I’ll skip these.

Related image materials are from People's Education Press, for demonstration purposes only.

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