自90年代以来,历史教学与考试发生了三大变化:教材编写体例的变化,课程设置在各年级布局的变化,高考命题指导思想和测试目标的变化。这些变化使高三历史教学在难度、深度、效度等方面都面临着新的挑战。过去那种以再认、再现历史知识为主要特征的三轮复习法,在知识的系统化要求上已不适应,必须加以改进。笔者所尝试的高三层面监控教学法,在简约复习周期,提高教学功效,构建学生系统的知识体系方面作了一些初步的探索。 层面监控教学法,既类似于线索法、结构法、问题法,又有别于这些方法。它试图在形式和内容上把这些方法揉为一体,使之互相结合、互为影响,从而达到理想的教学目标。它在课堂教学的表述方式上,既含横向,又含纵向。它在整个教学过程中,既含教法,又含学法指导;既含教学,又含测试;既含教师表述与指导学生学习的活动,又含学生积极思维 Since the 1990s, there have been three major changes in history teaching and examinations: changes in the writing style of teaching materials, changes in the layout of courses in all grades, changes in the guiding ideology and test objectives of college entrance examination propositions. These changes make the third year history teaching face new challenges in terms of difficulty, depth and validity. In the past, the three-round reviewing method with recognition and reproduction of historical knowledge as the main feature has not adapted to the systematic requirement of knowledge and must be improved. The author tried three levels of monitoring teaching method, made some preliminary exploration in simple review cycle, improve teaching effectiveness, build student system knowledge system. Level monitoring teaching method, both similar to clues method, structure method, problem method, but also different from these methods. It tries to blend these methods into one form and content, so as to combine with each other and influence each other so as to achieve the ideal teaching goal. It is both horizontal and vertical in the way of classroom teaching. In the whole process of teaching, it not only includes the teaching method, but also contains the guidance of the learning method. It includes both teaching and testing. It not only includes the activities of teachers 'presentation and guidance of students' learning, but also the active thinking of students