历史教科书，不仅是普及历史知识的重要载体，还是培养学生人生观、世界观和价值观的重要工具，作为基础教育的中学学段的历史教科书更是重要。“洋务运动”作为中国近代化开始的标志，在中国近代发展中有着举足轻重的作用。受到政治时局、教育改革、历史认识、编者立场和学界成果等诸多因素的影响，不同时期的中学历史教科书中对洋务运动的记叙呈现出各自的特点。

全文分为五个章节：

第一章研究清末时期中学历史教科书中的洋务运动的编写。主要介绍“洋务运动”概念的嬗变、清末学制改革对历史教育的影响以及清廷学部审定的历史教科书中显现出的对“洋务”的态度。结合清末“忠君爱国”“中体西用”的教育宗旨，探究这一时期洋务运动在教科书中几乎隐而未见的原因。

第二章研究民国建立至新文化运动爆发前的洋务运动的记叙变化。主要介绍民国建立后“五育并举”取代了忠君爱国的教育方针，以及在此影响下，中学历史教科书中对洋务运动记叙的变化，并总结这一时期的记叙特点。

第三章研究新文化运动后教科书中的洋务运动编写。主要介绍新文化运动后的教育新思潮和民意主导的教育改革，梳理教科书中有关洋务运动的记述，分析编写的新变化。

第四章研究南京国民政府时期的洋务运动的编写。主要介绍三民主义的教育宗旨和中学历史课程标准的嬗变，梳理教科书编纂高潮下的各版本的中学历史教科书中对洋务运动的记述，发现其逐渐完善、渐趋统一的记叙特点。

第五章以洋务运动为切入点，宏观地分析历史教科书的编纂与政治的交融和学术研究的互动，探讨影响历史教育的重要因素，反思和展望历史教科书的编纂。

History textbooks are not only an important carrier for popularizing historical knowledge, but also an important tool for cultivating students' outlook on life, world outlook and values. It is even more important as a history textbook for the middle school section of basic education. As a sign of the beginning of China's modernization, the "Westernization Movement" played a pivotal role in China's modern development. Affected by many factors such as political current situation, education reform, historical understanding, editor's position and academic achievements, the narratives of the Westernization Movement in middle school history textbooks of different periods showed their own characteristics.

The full text is divided into five chapters:

The first chapter studies the compilation of the Westernization Movement in middle school history textbooks in the late Qing Dynasty. It mainly introduces the evolution of the concept of "Westernization", the impact of the school system reform in the late Qing Dynasty on history education, and the attitude towards "Westernization" revealed in the history textbooks approved by the Qing Dynasty Academy. Combining with the educational tenet of "loyalty to the emperor and patriotism" and "westernized Chinese style" in the late Qing Dynasty, we explored the reasons why the Westernization Movement was almost hidden in textbooks during this period.

The second chapter studies the narrative changes of the Westernization Movement from the founding of the Republic of China to the outbreak of the New Culture Movement. After the establishment of the Republic of China, the "five educations simultaneously" replaced the loyalty and patriotic education policy, and under the influence of this, the narrative changes of the Westernization Movement in the middle school history textbooks, and summarized the narrative characteristics of this period.

The third chapter studies the compilation of the Westernization Movement in the textbooks after the New Culture Movement. It mainly introduces the new educational thoughts after the New Culture Movement and public opinion-led educational reforms, combs the descriptions of the Westernization Movement in textbooks, and analyzes the new changes in compilation.

The fourth chapter studies the compilation of the Westernization Movement in the period of Nanjing National Government. It mainly introduces the educational purpose of the Three People's Principles and the evolution of middle school history curriculum standards, combs the descriptions of the Westernization Movement in various versions of middle school history textbooks at the climax of textbook compilation, and finds its gradually perfect and unified narrative characteristics.

The fifth chapter takes the Westernization Movement as the starting point, analyzes the compilation of history textbooks, the integration of politics and the interaction of academic research, discusses the important factors influencing history education, and reflects on and prospects the compilation of history textbooks.

Through the study of the changes in the description of "Westernization Movement" in the history textbooks of middle schools from the end of the Qing Dynasty to the outbreak of the Anti Japanese War, this paper makes it clear that in the past 30 years, the description of Westernization Movement has experienced a continuous process from nothing to existence, from simply listing historical facts to adding value judgment. It will help us better understand the balance between truth-seeking and practical use in history education, and provide inspiration for the compilation of today's history textbooks.