教学叙事是近年来教学研究的一个新亮点,它既是教师成长轨迹的真实记录,又是教学研究者重要的第一手研究资料。教学叙事有效地将教学的理论和实践、教学的研究和提升联系起来,使我们既能看到一个优秀的教学设计的诞生过程,又能看到比较具体的理论指导实践的诸多细节。李月霞老师是近年来广东省涌现出的优秀青年教师之一。她勤奋好学,教学之余写了多篇上好的教学叙事,引起了专家们的关注。她的这篇《出诊》,赵亚夫教授在阅读过程中曾“不由自主”地加过一些批注,本刊选登时征得作者同意保留了这些批注。我们以为,李老师写得真实,赵教授批得也真实,“原汁原味”地呈现这些内容,或许会对其他老师增添一些更深切的启迪。把握历史教学的真实和价值、进一步深化历史教学研究、促使历史课堂教学更趋有效,是同仁们迫切需要解决的很重要的共性问题,但愿通过交互协商大家都有收获。 Teaching narrative is a new bright spot in teaching research in recent years. It is both a true record of teachers’ growth trajectory and an important first-hand research material for teaching researchers. The teaching narrative effectively links the theory and practice of teaching with the research and promotion of teaching, so that we can see not only the birth process of an excellent teaching design, but also the details of more specific theoretical guidance practice. Li Yuexia is one of the outstanding young teachers that emerged in Guangdong Province in recent years. She was hard-working and eager to learn. She wrote many good narratives outside of her teaching, which aroused the attention of experts. In her “Derrence”, Professor Zhao Yafu had added some endorsements during the reading process. The journal selected the author and agreed to retain these annotations. We believe that Professor Li is a true teacher. Professor Zhao is also a person who has obtained the truth and presents them in a “premium,” which may add some deeper enlightenment to other teachers. Grasping the truth and value of history teaching, further deepening historical teaching and research, and making history classroom teaching more effective are important common issues that colleagues urgently need to solve.