在中学历史教学中学习者与史料之间的对话无疑是最为基础的工作,同时在史学自身发展过程中成长起来的史学理论成为史学工作者在介入历史研究前认知图式组成部分。史学理论帮助历史工作者建立起与“无声”史料之间的桥梁,历史学认识论或方法论的中心问题系于这样一个事实:关于过去的客观知识只能通过历史学家的主观经验而获得。史学理论的发展历程是学科史的重要组成部分,对于历史学科本质的把握无法离开对史学理论的梳理。本文尝试采用史学理论的发展历程来解说中学史料教学,从历时性层面选择出的重要史学理论,从兰克的史料批判、年鉴学派的跨学科解释、柯林伍德的神入与史学后现代主义思潮来支持史料教学活动,为史料教学寻找来自学科本身思想与方法的支点并附上相应的案例。这一过程并非只是历史专业领域学习活动的需要,其中亦显现出历史学科的人文追求:史料批判中孕育的是求真的诉求,而神入则帮助孩子们学会理解他人,对历史跨学科解释帮助人们认识我们生活的世界,后现代思潮引发我们关心弱者,注意事物的负面效应与人类行动的边界以及教育与民主的联系,本文的中的案例都尝试向这些目标趋近为史料教学提供价值观的支点。The dialogue between the learners and the records serves as a foundation for thehistory teaching in the middle school.And the history theory,which derivers from the historicaldevelopment itself,constitutes a part of the cognitive schemata of the researchers prior to theirinvolvement in the study.The historical research helps to build a bridge between the researchers and the silent records.The core issue of the historical epistemology or methodology is based on such a fact:theacquisition of the previous objective knowledge is realized only through the subjectiveexperience of the historical researchers.A scientific study of the essence of history cannotproceed without a clear understanding of historical theory because its development is anessential constitutive part of the history of the discipline.The present thesis attempt to illustrate the historical records teaching in the middle schoolfrom a perspective of the development of the historical theory.With relevant cases studies,thepresent research devotes itself to the pursuit of ideological and methodological footings toguide the historical records teaching in the middle school by using the selected import historytheories,the Ranke’s critique of historical records the cross-disciplinary illustration of the AnnalesSchool,the Collingword’s theory of empathy,and the post-modernism of the science of history.This illustrative process is not only needed in the learning activities of history as a subject.Italso demonstrates the humanitarian pursuit of the historical discipline in that the pursuit of truthis found in the critique of historical records,learners’ consideratness is cultivated throughempathy,the realization of the world where we live is achieved by way of the cross-disciplinaryexplanation of history,and our care for the underpreviliged is aroused by post-modernistic ideas.Still,the process can help the students ponder over the negative effects of the things,over thescope of human deeds,as well as over the relationship between education and democracy.The case studies in the present thesis are aimed at providing a world outlook as a foundationfor the gradual realization of the teaching of historical records in the middle school.