不少教师这样认为:历史教材是教育专家们编写的,既体现了历史的学科性,又考虑到了学生的认知水平,只要好好教教材就能实现课标要求了。其实,在历史教学中,教师不是历史知识的搬运工,学生也不是空空的瓶子等待我们去装填。他们的历史认知是通过构建而形成的,教师应该成为构建学生认知的支持者。教材有着优秀的学科规范,是教与学的一种重要文本,教师应该有自己的学科思维,要钻得进去,走得出来,即不仅会教教材,而且会用教材。一、历史教学思维应遵循历史学科规律历史是对过去的一种追述、一个总结,其内容包罗万象,十分庞杂,年代又久远,学生学习时很难有相似的生活体验,所谓“神入历史”往往不易做到;史实叙述和评价往往 Many teachers think that history textbooks are compiled by experts in education. They not only reflect the discipline of history, but also take students’ cognition into consideration. In fact, in history teaching, teachers are not porters of historical knowledge and students are not empty bottles waiting for us to fill. Their historical cognition is formed by construction, and teachers should become supporters of constructing student cognition. Textbooks have excellent disciplinary norms, teaching and learning is an important text, teachers should have their own discipline thinking, to drill into, go, that is, not only teaching materials, but also with textbooks. First, the history of teaching thinking should follow the laws of history Subject history is a recollection of the past, a conclusion, its content is all-encompassing, very complex, age and long, students are difficult to have a similar life experience, the so-called "Often not easy to do; Historical facts and comments often