本文研究的宗旨是考查历史课教学中阅读和写作训练,不同的写作任务对大学生形成学术思想所产生的不同影响。从前,这项任务的研究,或者写成报告,或者写成阐述问题的文章,总是要求学生把学过的知识与六种历史资料结合起来,创编他们自己的教材。由十五名大学生参加的欧洲历史研究班,随意分配给每人两项研究课题。分析的焦点集中在学生部分知识的获得途径以及作者组织选取材料编排篇章结构的方法。从而深刻认识作者是如何把这两项任务进行对比与联系的。所有的学生都提供深思熟虑笔记,保存阅读与写作训练的记录。课堂的教学资料,也能提供对全局有重要意义的各种相关因素的素材。通过阅读训练, The purpose of this study is to examine the different effects of different writing tasks on college students’ formation of academic thinking through reading and writing training in the teaching of history. In the past, research on this task, either as a report or as an essay explaining the problem, always required students to combine their learned knowledge with six historical sources to create their own textbooks. Fifteen college students participated in the European history seminar, free to assign two research topics for each person. The focus of the analysis is on the ways in which part of the student’s knowledge is acquired and on how the author’s organization chooses the material structure of the chapter. So as to understand deeply how the author compares and connects these two tasks. All students provide thoughtful notes, keeping a record of reading and writing training. Teaching materials in the classroom, but also to provide a global significance of a variety of relevant factors of the material. Through reading training,