在新课程标准下,如何理解与把握历史教科书进行教学?这是每一位历史学科教师都在思考的问题。在传统的历史教学中,对于历史事件的教学,习惯于按照原因(包括背景、条件等)、经过(包括时间、人物、地点、性质等)、结果(包括意义、影响、启示等)的三阶段式教学法,并认为是水到渠成,线索清楚。笔者称之为“顺向教学法”。在多年的教学、教研实践中发现,有时如果把这种教学顺序倒一倒,教学效果会更好,笔者称之为“逆向教学法”。 Under the new curriculum standard, how to understand and grasp history textbooks for teaching? This is a problem that every historian teacher is thinking. In the traditional teaching of history, the teaching of historical events is accustomed to the teaching of historical events (including the time, people, place, nature, etc.), the results (including meaning, influence, enlightenment, etc.) Staged teaching method, and that is ripe, clues clear. I call it “forward teaching method.” In many years of teaching, teaching and research practice found that sometimes if this order of teaching collapsed, the teaching effect will be better, I call “reverse teaching method ”.