新课程改革关注对学生学习过程的评价,其中一个重要的评价标准就是要变学生被动接受为主动学习,即提高学生的学习力。如何使这种新理念走进高中历史课堂并渗透到学生的学习过程之中,是新形势下每位历史教师应该审慎思考的问题。当前,一些先进的教学理念、教学方法和教学模式不断涌现。关于学习力,管理学认为它包含了三个要素:学习的动力,学习的毅力和学习的能力。其中学习的动力来自于学习者的学习目标,学习的毅力反映了学习者是否有持久学习的意志力。学习的能力则是学习 The new curriculum reform focuses on the assessment of students ’learning process. One of the most important evaluation criteria is to change students’ passive acceptance as active learning, that is, to improve their learning ability. How to make this new idea enter senior high school history classroom and infiltrate into the students’ learning process is a question that every historical teacher should think carefully in the new situation. At present, some advanced teaching concepts, teaching methods and teaching modes are emerging. With regard to learning, management believes that it contains three elements: the motivation to learn, the perseverance to learn and the ability to learn. The driving force of learning comes from the learning objectives of learners, and the perseverance of learning reflects whether learners have the willpower of lasting learning. Learning ability is to learn