高中历史新课程实施以来,一线教师和研究者就课标本身、中外史混编模式和专题体例等诸多问题展开探讨,其中有关后者的争论尤为凸显。对专题体例的质疑,主要集中在两个维度,首先是从受教育者的角度出发,一则认为专题体例破坏了历史事物的完整性和时序性,有悖于历史自身的发展逻辑,不利于学生形成对历史的宏观认知;再加上许多区域初中教育相对薄弱,初中学生通史学习没有落到实处,专题学习便失去了基础。其次则是从教育者的困境出发,通史体例下一目了然的知识体系不复存在,新的专题结构和新加入的文本 Since the implementation of the new high school history curriculum, frontline teachers and researchers have discussed many issues such as the curriculum standard itself, the mixed models of Chinese and foreign cultures and the style of the subject, among which the controversy concerning the latter is especially prominent. The questions about thematic styles are mainly focused on two dimensions. The first is from the perspective of the educated. The other is that thematic systems destroy the integrity and the timeliness of historical things, which is contrary to the logic of history itself and is not conducive to Students form a macroscopic understanding of history. Coupled with the relatively weak junior high school education in many regions, the general study of junior middle school students has not been fully implemented and the special study has lost its foundation. Secondly, starting from the predicament of educators, the system of knowledge which is clear under the general history no longer exists. The new thematic structure and the newly added text