目前,一线教师已经较为普遍地、熟练地运用文明史观、现代化史观、全球史观、社会史观等理念指导教学和应考。从高考历史试题看,其着眼点愈发微观化和细碎化,惯常从微小的情节人手管窥宏大的历史。在这种背景下,专题化的教科书内容容易割裂历史,难以给学生整体的历史感,这一现象令人困惑。笔者尝试运用近年西方兴起的一个新的史学研究领域——“大历史”(Big History)解读高 At present, front-line teachers have been more generally and skillfully using the concepts of civilized history, modernized history, global history, and social history as concepts to guide teaching and examinations. From the college entrance examination history test questions, the focus of its increasingly micro-and fragmentation, customary from a tiny plot glimpse of the magnificent history of manpower. In this context, the phenomenon of thematic textbook is easy to break the history, it is difficult to give students a sense of the whole history, this phenomenon is confusing. I try to use the recent rise of the West a new field of history - “Big History ” (Big History) interpretation of high