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三、夏、商、西周奴隶制王朝新大纲将夏、商、西周奴隶制王朝编为一目。人教版教材将此目分编三课,而将夏、商、西周的科学和文化冠之以“中华文明的勃兴”单独占一课。这样的编排,使整个教材的文化部分形成完整的体系,既科学又适量,确实独到。这段历史的主线是奴隶制的发展。其辨证思维的难点在于,怎样分析奴隶制的历史进步性与奴隶制的残酷性之间的关系。以往教学中只讲奴隶制取代原始公有制是历史的进步,进步在哪里不讲。而奴隶制的残酷性有“人牲”“人殉”这样的典型事例,教学中讲起来很形象,因此重讲、多讲。殊不知恩格斯早有言在先。恩格斯在《反杜林论》中
Third, the Xia, Shang and Western Zhou Dynasty slavery Dynasty new outline Xia, Shang, Western Zhou Dynasty slavery dynasty as a head. PEP teaching materials will be divided into three chapters of this heading, and the summer, Shang and Western Zhou Dynasties of science and culture with “the rise of Chinese civilization,” a separate lesson. This arrangement, so that the cultural part of the entire textbook to form a complete system, both scientific and proper, really unique. The main line of this history is the development of slavery. The difficulty of dialectical thinking lies in how to analyze the relationship between the historical progress of slavery and the cruelty of slavery. In the past teaching only slavery to replace the original public ownership is a historical progress, where progress does not speak. However, the cruelty of slavery has such typical examples as “human sacrifice” and “human sacrifice.” There is a very vivid image in teaching. Therefore, we should emphasize more and talk more. Engels did not know long ago in the first. Engels in “Anti-Duhring”