一堂初一历史教学课的知识容量究竟以多大为适度?这是一个不易引人注意,但又不容回避的问题。任何事物都有一个度,突破了一定的度,事物会发生质的变化。一堂历史教学课也不例外。如果知识量不足,激发不起学生的学习兴趣,教学疲疲沓沓,达不到教学目的。反之,知识容量过大,不仅冲击历史教学中思想教育任务和能力培养任务,与由应试教育向素质教育转化的教改任务背道而驰,而且也会挫伤学生学习积极性,影响知识传授任务的本身完成。因此,研究历史课堂教学容量问题是 How much is the knowledge capacity of a history lesson in a history class to be moderate? This is an issue that cannot be easily noticed but cannot be avoided. Everything has a degree, breaking through a certain degree, things will be qualitative changes. A history lesson is no exception. If the amount of knowledge is insufficient, the students’ interest in learning cannot be stimulated and the teaching is exhausted and unable to reach the teaching goals. On the contrary, excessive knowledge capacity not only impacts the task of ideological education and the task of cultivating competence in history teaching, but also runs counter to the task of reform from exam-oriented education to quality-oriented education, and it also dampens students’ enthusiasm for learning and influences the completion of the tasks of knowledge transfer. Therefore, studying the problem of historical classroom teaching capacity is