“历史教学”一月号上登载了广东广雅中学历史教研组的一篇教学经验稿。就所举的具体实例看来,有些是非常恰当的,但是也有许多是不妥当的,甚至是有害的。現在我不想把每个实例逐一的分析,只想总的谈一下:为什么广雅中学的同志们所举的实例中有些恰当,而另外却有些不妥当的呢?我以为首先是没有重视联系现实的目的。广雅的同志们认为联系现实是“为了使学生注视这些变化(国內外形势的变化),不断提高觉悟,历史教师有必要结合现实进行政治思 The January issue of History Teaching published a teaching experience report from the Department of History and Education of Guangdong Guangya Middle School. For the concrete examples given, some are quite appropriate, but many are inappropriate or even harmful. Now I do not want to analyze each instance one by one. I only want to talk about it in general: why are there some examples in the examples of Guang Ya Middle School, but others are not? I do not think the first is to attach importance to the reality the goal of. The comrades in Guang Ya think that connecting reality means "in order for students to watch these changes (changes in the situation both at home and abroad) and continuously raise awareness, it is necessary for history teachers to combine political reality with reality