分层递进教学是依据素质教育的要求,面向全体学生,在承认学生差异的基础上,改变大一统的教学模式,因材施教,为培养多规格、多层次的人才打基础而采取的必要措施。学生对历史学习的知识能力水平有一定的差异,这种学生的认知水平存在的差异性,具体就表现为层次性。课堂集中教学的同一目标、内容、方法是不能很好体现因材施教的,为了更好的实施这一原则,就应该采用分层次递进教学。在教学中满足不同层次学生的需要,提高他们的学习兴趣和参与度,真正做到面向全体学生,培优与补差并举,逐步提高历史教学的质量。高中历史教材教学内容是系统而复杂的,知识本身有深浅之分,能力也就必然有高低之别,这就是能力培养的层次性,在教学中要紧紧把 Hierarchical and progressive teaching is based on the requirements of quality education, for all students, on the basis of recognizing the differences among students, changing the unified teaching mode, teaching students in accordance with their aptitudes, and laying the foundation for cultivating multi-level and multi-level personnel. Students have a certain degree of difference in the level of knowledge ability of history study. The difference of students’ cognition level is manifested in detail. The same goal, content, and method of concentrated teaching in the classroom can not be well illustrated by teaching students in accordance with their aptitudes. In order to implement this principle better, the teaching should be conducted hierarchically and step by step. In teaching to meet the needs of students at different levels to enhance their interest in learning and participation, truly for all students, training and complement each other, and gradually improve the quality of history teaching. History of high school teaching materials teaching system is complex and the depth of knowledge itself, the ability will inevitably have different levels, which is the level of capacity-building, teaching should be closely