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This paper reviews the examples of favorable descriptions of the other country in Korean and Chinese history textbooks. It can be confirmed that a significant portion of the descriptions of Korean history in the current Chinese middle and high school history textbooks have been added compared to the old edition. In particular, it is important to note that the fact that a sub-unit of "ancient Joseon and Japanese culture" was formed separately and that it developed its own unique national culture based on the acceptance of Chinese culture by ancient Joseon and Japan is a descriptive example that is difficult to find in conventional Chinese history textbooks, and it recognizes the traditional and independent systems of pre-modern Korea and Japan. The fact that the ancient culture of the Joseon Peninsula was also handed down in the central region of China can also be seen as an improved example that can instill a positive and friendly image in the other country. In Korea, the current high school East Asian history published by Venus Publishing actively reflected the new research achievements of Chinese archaeology, as well as the growth of China's economy after its reform and opening up, gross domestic product, per capita GDP, trade, and foreign exchange reserves, are all introduced in detail, and it is also worth noting that it plays a positive role in history textbooks for mutual understanding.The �� East Asian History �� textbook, designed to understand the relationship between mutual exchange and friendly cooperation in East Asian history and to have a more future-oriented perception, presents a photo of the 14th Korea-China-Japan Youth History Experience Camp (2015) held in Shanghai, China, for teenagers from three countries. These activities give hope that they will be the cornerstone of creating a peaceful community in East Asia, and suggest restoring trust in the people of neighboring countries, abandoning exclusive and cynical attitudes, exploring the past and present with an objective and balanced perspective and envisioning the future. Although the subject of East Asian History has been abolished in the 2022 revised curriculum and the subject of East Asian History Travel will be changed to the elective subject of East Asian History Travel in the new curriculum, we hope that by taking advantage of the existing advantages, we will continue to spread common historical awareness that contributes to peace and reconciliation cooperation in East Asia in the 21st century.
In summary, middle and high school history textbooks in both Korea and China are a product of reflecting the policy will of the educational authorities and can be said to be a medium that reproduces the official memory of each country. In particular, a deeper understanding of the trends and flows of descriptions of the other countries in the two countries' history textbooks is required in that it directly affects the historical perception of future generations.