我们曾就历史教学中谈古论今的含义、必要性及其实施等问题作过一些阐述。本文试从教学论的视角,论证谈古论今在历史教学理论上的地位。一从教学原则的历史发展谈起普通教育学对教学原则的研究可谓仁者见仁、智者见智。这里,有对教学过程客观规律认识程度不同的因素,也有表达方式不同的因素,至今尚未取得完全统一的认识。早在我国古代,孔子就提出“循循善诱”,“温故知 We have made some elaboration on the meaning, necessity and implementation of the ancient theory and the present in historical teaching. This article tries to discuss the status of ancient theory in the history teaching theory from the perspective of teaching theory. First, from the historical development of teaching principles talk about the general pedagogy of the teaching principles can be described as benevolent benevolence, wise see wisdom. Here, there are factors that have different levels of understanding of the objective laws of the teaching process as well as different ways of expressing. So far, we have not yet got a complete and unified understanding. As early as in ancient China, Confucius put forward “follow the good seduction”, "warm known