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教学《百日维新》，当同学们满怀激情诵读“我自横刀向天笑”的诗句，赞颂变法英雄谭嗣同的时候，一位同学举手发表不同见解：“我认为谭嗣同不是英雄，而是个大傻瓜。”有的同学还同意这样的意见。还有的同学说：“谭嗣同为满人出谋划策，延长满人对汉人的统治，他不但傻，还死有余辜！”这下课堂上如同开了锅，热闹啊！我预感到“英雄”与“傻瓜”之争，难以避免，想草率收兵，也难办到，便提出让同学们辩论。为了避免辩论内容空洞乏味，要求双方都要以教材做依据，参照课后习题4，结
Teaching “Hundred Days Reform”, when the students were full of passion and read the verses “I laugh from Hengdao to Heaven” and praised the revolutionary hero Tan Tongtong, a classmate raised his hand to express different opinions: “I think Tan Sitong is not a hero, but a Fools.” Some students also agreed with this opinion. Another classmate said: ”Tan Yitong gave advice to the Manchus and extended Manchu’s rule over the Han people. He was not only stupid, but he still had extra time!“ This class was like a pot, lively! I thought that the struggle between ”heroes“ and ”fools" would be difficult to avoid. If you want to rush to withdraw your troops, it will be difficult to do so. Then you will ask the students to debate. In order to avoid the content of the debate being boring, it is required that both parties should use the teaching materials as a basis and refer to Exercise 4 after class.