中学历史新课程教科书是按模块、专题、中外历史混合编写的,这种模块专题体例给中学生的学习带来了诸多弊端。本来人类历史是按照时间顺序从前到后,政治、经济、思想文化相互联系地发展着的,但新课程教科书的模块体例人为地割裂了历史的横向联系,割裂了历史事件的完整性,使很多完整的历史事件呈现在不同的模块中,造成了历史事件的支离破碎,造成了知识点的分散、重复、缺失,学生学起来好比盲人摸象,弄不清事件的原委,说不清事件的来龙去脉;专题体例又人为地割裂了历史的纵向联系,使很多历史事件在缺乏前因后果的情况下孤立地呈现给学生,学生只能孤立地一个一个地硬性接受历史知识,弄不清历史的发展脉络。同时这种模块专题体例,又打乱了历史事件的先后顺序,先发生的后发生 Middle school history new curriculum textbooks are written by a combination of modules, special topics and the history of Chinese and foreign countries. This module theme has brought many disadvantages to the learning of secondary school students. Originally, human history developed from the front to the back according to chronological order. Politics, economy and ideology and culture were interdependent. However, the modules of the new curriculum textbook artificially cut off the horizontal ties of history and severed the integrity of historical events, The complete historical events are presented in different modules, resulting in the fragmentation of historical events, resulting in scattered, repetitive and missing knowledge points. Students can learn the truth like the blind and can not figure out the whole story. The system also artificially separated the vertical linkages of history, leaving many historical events in isolation to students without any cause and effect. Students can only rigidly accept historical knowledge one by one and can not get a clear picture of the development of history. At the same time this module theme, but also disrupted the order of historical events, the first occurred after the occurrence