每每步入高三总复习阶段,通常的策略是在第一轮复习的基础上,从时序关系入手进行纵向沿革的梳理;或者从空间关系入手进行横向比较的整理;或者从逻辑关系入手进行多向交互的揭示。无论是纵向梳理、横向比对,还是多向揭示,都离不开激活原有的基础性历史知识。惟其如此,让我们陷入一种教学与学习的窘境,那就是在专题、国别、时空梳理和整合的前提下,依然是炒旧知识的冷饭,并在“堆砌式建构”的基础上,进行“题海 The general strategy is to sort out the longitudinal evolution from the time series according to the first round of review. Or, we should start from the spatial relationship to make a horizontal comparison. Or, Revelation of interaction. Whether it is vertical combing, horizontal comparison, or multi-directional reveal, are inseparable from the activation of the original basic historical knowledge. However, we are trapped in a dilemma of teaching and learning. That is, under the premise of thematic, national, temporal and spatial combing and integration, we are still deprived of the old knowledge, and are based on the ”piled construction“ On the ”title sea