Balancing historical authenticity and national political positions in education is a task that requires a high degree of strategy and responsibility, especially when it comes to the interpretation of sensitive historical events (such as the origin of World War I, colonial history, war responsibilities, etc.). The following discusses the solution path of this problem from several dimensions： --- ### **1. **The premise of recognizing the complexity of history** -**De-absolutist narrative**: Historical events are often intertwined by multiple factors, and a single attribution may conceal the truth. For example, the origin of World War I needs to present multiple backgrounds such as geopolitical games, arms races, nationalism, and alliance systems at the same time, rather than just emphasizing the responsibilities of a certain country. -**Distinguish between “facts” and "explanations"**: Clarify which are the objective facts that have been verified in teaching (such as the timeline of the Sarajevo incident), and which are academic disputes in the historiography (such as the “Fisher controversy” of the German “war crimes responsibility”), and avoid packaging political positions as unique.truth. --- ### **2. **Transparency and critical guidance of national positions** -**The logic of the formation of open political narratives**: National positions are often based on real interests, national identity, or social consensus. Students can be clearly informed of the background of this position in teaching (for example, France's narrative of the “Defense of the Republic” in World War I strengthens national unity), while providing different perspectives from other countries (Such as Germany's reflection on the Treaty of Versailles). -**Encourage comparative analysis**: By comparing textbooks or archives from different countries (such as comparing the records of the events in Sarajevo between Serbia and Austria-Hungary), students can understand the political nature of historical writing and cultivate independent judgment. Ability. --- ### **3. **Hierarchical design of educational goals** -**Basic education stage**: Mainly cultivate historical thinking and weaken controversial conclusions. For example, through micro-perspectives such as the diary of a soldier and life in the trenches, students can feel the complexity of war, rather than prematurely instilling political characterization. -**Higher education stage**: Introduce more diverse historical materials and theories (such as post-colonialism, global history perspectives), and allow academic disputes to enter the classroom. For example, it is discussed whether ”imperialist economic competition" is the core incentive of World War I, rather than just repeating the traditional narrative of diplomatic history. --- ### **4. **Balance between international experience and local practice** -**Reference to international cases**: For example, Germany constructed a “negative memory culture” by facing Nazi history directly, and the domestic and foreign disputes caused by different expressions of the war of aggression in Japanese textbooks can be compared and analyzed. The gains and losses of these cases. -**Localization strategy**: When it comes to sensitive events in the country (such as the colonial history or civil war of certain countries), a “phased disclosure” strategy can be adopted to teach basic facts first, and then introduce deep disputes after students' cognition is mature. --- ### **5. **Application of technical means** -**Multi-media historical database**: Use digital archives, oral history, and transnational cooperation projects (such as the European “Shared History” Project) to break the monopoly of single historical materials. -**Role simulation and debate**: Through the simulation of the negotiations of the Paris Peace Conference and the debate of the International Tribunal, students are allowed to experience the political considerations and moral dilemmas of historical decision-making. --- ### **6. **Establish a "safe discussion space”** -**The guiding principle of teacher neutrality**: Teachers should avoid becoming spokespersons for political positions, but serve as discussion hosts to help students distinguish between emotional expression and rational analysis. - **Fault-tolerant mechanism**: Students are allowed to put forward unconventional views without violating basic facts, such as discussing “whether World War I is inevitable”, and deductions based on counterfactual assumptions can be accommodated. --- ###**Conclusion: The ultimate mission of History education** The core of balance lies in treating history as a dynamic “dialogue field” rather than a static warehouse of conclusions. The national political position can be used as one of the perspectives for understanding history, but it cannot replace the exploration of complexity. True patriotic education should be based on students' deep understanding of their own history (including glory and mistakes), rather than avoiding or simplifying the truth. By cultivating citizens with critical thinking and global vision, it will be more conducive to the maintenance of national interests in the long run.