抗日战争史属于高中历史必修课程。中国共产党在全民族团结抗战中发挥了中流砥柱作用，既是历史公论也是教学重要内容之一。新课标突出强调了这一点。过往通行的不同版本教材，因编写思路各有侧重，自成体系，对中共中流砥柱作用的讲述并不十分恰切。

通过将统编版教材与人教版、人民版和岳麓版等教材在行文设计、史料选取和图表呈现等方面对比分析，可以看到，不同版本教材的侧重各有不同。人教版教材将抗日战争置于近代中国反侵略主题下，特别侧重从反思侵略的角度行文。虽也明确表达了中共中流砥柱的作用，但行文未围绕这一主题，中国军民的反抗重点不够突出，中共抗战的地位和贡献也缺少铺垫和联系，理解中流砥柱的含义较为困难。人民版教材将抗日战争置于近代中国维护国家主权的斗争专题下，突出全民族抗战。教材使用了大量材料说明广大民众的抗日活动，比其他版本教材更突显全社会、各阶层的参与。对中共抗战亦有较多笔墨，但未突出强调。岳麓版教材在新民主主义革命与中国共产党框架下讲述抗日战争，不仅篇幅缩小，其独特的编排逻辑也让抗日战争成为中国共产党将马克思主义普遍原理同中国革命实践结合的成果，过于突出了中共的历史作用，与全民族抗战的历史实际有不小距离。

相较言之，统编版教材较好地展现了中共的中流砥柱作用。一方面，统编版教材多次在文中明确指出中流砥柱的论断，提纲挈领，主题明确；另一方面，用大量史实叙述了中共在局部和全面抗战时期的各类活动，包括军事作战、政治领导和思想指引等等，全面客观地论证了中共成为抗日的中流砥柱是历史的必然，人民的选择。按照新课标要求，全民族抗战和中共发挥中流砥柱作用是本课教学的两大重点。而既往通行的教材在旧课标指导下编写，对中共抗战的描述不够突出，相关行文、史料和图表不够丰富，已经落后于时代发展需要，且有偏离史实的问题。统编版教材应当尽快普及。

高中抗战史教学目前面临着学生基础较为薄弱、时空观念不强、重要概念容易混淆、兴趣点无法得到满足、学习期待值较高等诸多问题，高中生年龄较小，对新事物接受较快，网络使用频率较高，对中共抗战的史实和贡献理解认识参差不齐。近年来，高考题对抗日战争和中共抗战的考察有增多趋势，且以材料题等大题为主。这些新现象从课堂教学和命题角度对高中历史教学提出了新的要求。

为此，只有将新课标、新教材读懂吃透，准确把握其主旨主题，处理好教材、考题和学生间的关系，才能将全民族团结抗战与中共发挥中流砥柱作用的历史讲深刻。抗日战争一课也才能上好，助力高中历史教学在新时代实现新的突破。

The history of the Anti-Japanese War is a compulsory course for high school history. The Communist Party of China has played a pivotal role in the unity of the whole nation, which is not only the historical public theory but also an important content of teaching. The new curriculum standard highlights this point. The past popular different versions of textbooks, because of the compilation of ideas, their own system, the role of the mainstay of the Communist Party of China is not very appropriate.

By comparing and analyzing the unified edition textbook with textbooks such as the People’s Education Press, People’s Edition, and Yuelu Edition in terms of writing design, historical material selection, and chart presentation, it can be seen that different versions of textbooks have different focuses. The textbook of the People’s Education Press places the War of Resistance Against Japan under the theme of anti -aggression in modern China, with a special emphasis on writing from the perspective of reflecting on aggression. Although the role of the CPC was clearly expressed, the writing did not revolve around this theme, and the focus of Chinese military and civilian resistance was not prominent enough. The position and contribution of the CPC in the war of resistance also lacked foreshadowing and connection, making it difficult to understand the meaning of the CPC’s pillar role in the war. The People’s Edition textbook places the war under the theme of modern China’s struggle to safeguard national sovereignty, highlighting the resistance of the entire nation. The textbook uses a large amount of materials to illustrate the anti Japanese activities of the general public, which highlights the participation of the whole society and all levels more than other versions of the textbook. There is also a lot of writing about the CPC, but it is not highlighted. The Yuelu Edition tells the war under the framework of the New Democracy Revolution and the CPC, which not only narrows the space, but also makes the war a result of the CPC’s combination of the universal principles of Marxism with the practice of the Chinese revolution, which highlights the historical role of the Party too much, and is far away from the historical reality.

In comparison, the unified udition textbook better demonstrates the decisive role of the CPC. On the one hand, the book has repeatedly pointed out the assertion of the mainstay in the text, with a clear outline and theme; On the other hand, a large amount of historical facts were used to describe the various activities of the CPC during the partial and comprehensive war, including military operations, political leadership, and ideological guidance, comprehensively and objectively demonstrating that the CPC became the mainstay of the war, which was a historical necessity and the choice of the people. According to the requirements of the new curriculum standards, the two major focuses of this course are the national resistance war and the role of the CPC. The current textbooks were written under the guidance of the old curriculum standards, and such descriptions are not prominent enough. The relevant writing, historical materials, and charts are not rich enough, and they have fallen behind the needs of the times and have deviated from historical facts. The new textbook should be popularized as soon as possible.

High school teaching is facing the student foundation is relatively weak, the concept of time and space is not strong, important concepts easy to confused, interest cannot meet, learning expectations of higher problems, high school students younger, to accept new things faster, network use frequency is higher, the historical facts and the contribution of Anti-Japanese War understanding is uneven．In recent years, the college entrance examination on the Anti-Japanese War and the Communist Party of Resistance has an increasing trend, and the material questions and other big questions. These new phenomena put forward new requirements for high school history teaching from the perspective of classroom teaching and proposition.

Therefore, only by fully understanding the new curriculum standards and the new teaching materials, accurately grasping its theme, and dealing with the relationship between the teaching materials, examination questions and students, can we explain the history of the unity of the whole nation and the pivotal role of the Communist Party of China deeply. The lesson of the Anti-Japanese War can also be better, and assist high school history teaching to achieve new breakthroughs in the new era.