教学改革初期,我们对历史课的改革曾有过种种顾虑和患得患失的情绪.例如,历史课不考试了,学生是否还能学的好这门课呢?课堂秩序会不会乱呢?在这种思想支配下,我们除加强学习目的性教育外,只在如何吸引学生的听课兴趣上想办法,广泛地搜集了参考材料,广看参考书和有关的历史小丛书.这种单纯追求生动形象,以提高学生学习兴趣的作法,虽然课堂上学生听得津津有味,记住了一些历史事件和历史人物;但由于材料过于"丰 In the early days of the teaching reform, we had all kinds of concerns and feelings about the reform of the history class.For example, if the history class does not take the exam, can the students still learn the class? Apart from strengthening the learning-oriented education, we only find ways to attract students’ interest in listening to lessons and extensively collect reference materials, widely read reference books and related historical small books, which is a simple pursuit of vivid images , In order to improve students’ interest in learning. Although the students in the classroom heard relish and remember some historical events and historical figures,