史料在历史学科中的重要性,诚如梁启超所言,“为史之组织细胞,史料不具或不确,则无复史之可言”~([1])。在历史课堂教学中,我们正是依托史料,力求“言之皆有实证,非为空谈”~([2])。不过,传统的“史料教学”在课堂呈现中往往显得过于呆板、枯燥:“史料+问题”是最常见的模式,对学生而言,它们和呈现在卷面上的主观题没有太大的差别。从历史叙事的角度来说,试题化的模式必然会是思辨 The importance of historical materials in the history of the discipline, as Liang Qichao said, “the history of the organizational cells, the historical material is not or not, there is no history of complex history ” ([1]). In the history of classroom teaching, we are relying on historical materials, and strive to “all the words are empirical, non-empty talk” ~ ([2]). However, the traditional “teaching of historical materials” tends to be too dull and dull in classroom presentation: “historical material + questions” is the most common pattern, and for students, they and the subjective questions presented on the surface are not Too big difference. From the perspective of historical narrative, the mode of questioning is bound to be speculation