“左图右史”“索象于图,索理于书”“即图而求易”等是前人治学与读史的经验总结、方法概括,无疑也揭示了图与文二者之间的关系,即相辅而行的辅助关系、相互促进的互动关系。一、图文并举,相辅而行历史既指往事本身,也指对往事的记录,是过去时,不能重演。这也就决定了历史学科不能像自然科学般重复实验,只能借助材料来想象、感悟、体验。也就是说,历史学习的对象大多诉诸直觉、想象、感悟、体验,教师必须根据学生的认知水平、心理因素、感知能力来设计教学,以促进其直觉与想象、感悟与体验,用心智去感受、关注、理解、认同历史人物、历史事件、历史现象等学习对象,进而对其产生兴趣和热情,在观察与思考过程中发现问题、分析问题、解决问题,汲取智慧、总结经验、丰富人生。学生也只有通过直觉、想象、感悟、体验,才能把一个陌生的、外在的、与己无关的、遥远的历史学习对象变为熟悉的、可以感知的、能够认识的、提升自己的、服务 “Left the history of the past ” “cable as the chart, cable book ” “that the map and seeking easy ” is the previous experience of scholarship and reading history summary, method summary, no doubt also revealed And the relationship between the two texts, that is, complementary supportive relationship, mutually reinforcing interaction. First, both graphic and graphic, complement each other’s history refers to both past events, but also refers to the past records, is the past, can not be repeated. This also determines that historical subjects can not repeat experiments like natural sciences, and only can use materials to imagine, sentiment and experience. In other words, most of history learning objects resort to intuition, imagination, perception, experience, teachers must be based on the cognitive level of students, psychological factors, cognitive skills to design teaching to promote their intuition and imagination, perception and experience, with mental To feel, concern, understand, agree with the historical figures, historical events, historical phenomena and other learning objects, and then have their interest and enthusiasm, in the process of observation and thinking found problems, analyze problems, solve problems, learn wisdom, lessons learned, rich life. Only through intuition, imagination, perception, and experience can a student turn an unfamiliar, extrinsic, and unrelated, far-reaching object of historical learning into a familiar, perceptible, recognizable, elevating service