作为高三历史复习备考链中承上启下的关键一环,第二轮专题复习的重要性是不言而喻的。但是,在如何设置专题、设计专题实施的各个环节等问题上,通常的教学方法是以教师为中心,以参考资料为依据,机械地围绕中国古代史、中国近现代史、世界近现代史依次展开,学生自主思考的不多,以至于事倍功半。让学生明确专题设置的依据,充分调动学生的主观能动性,全面准确落实 As the key link between the history of the third-year history review chain, the importance of the second round of thematic review is self-evident. However, on the issues of how to set topics and design topics, the usual teaching method is teacher-centered, based on reference materials, mechanically revolving around ancient Chinese history, Chinese modern history, and modern world history. As the students began to think independently, they did not have much to do. Allow students to clarify the basis for thematic setting, fully mobilize the subjective initiative of students, and fully and accurately implement