兴趣是最好的老师,生动是教学艺术的一种要求,而历史课在再现当年的人与事中也最容易情境化。由于中学生的特定心理,所以只有情境化了的东西才最容易使他们受到感染,从而产生共鸣。戏剧的感染力大于小说,正说明了这个道理。但是,在当前的中学历史教学中,在情境的处理上却产生了两种偏差:一种是在引用课外的材料时缺乏针对性,因补充得太多太杂而冲淡了主题,导致重点不突出、难点未突破、任务未完成。第二种是在史实的评论上,个人的主观色彩太浓,使人与 Interest is the best teacher, vivid is a requirement of teaching art, and history lesson in the reproduction of the people and things are also the most easily contextualized. Due to the specific psychology of secondary school students, only contextualized things are most likely to make them infected and resonate. Drama is more infectious than fiction, is illustrating this truth. However, in current history teaching of secondary schools, there are two deviations in the processing of situations: one is the lack of pertinence when quoting extra-curricular materials, the too-supplementary extraplexity and the weakening of the theme, resulting in a lack of focus Prominent, difficult not to break, the task is not completed. The second is that in the historical facts, the personal subjective color is too strong to make people