1. Teachers should actively develop diversified curriculum resources, create favorable situations, guide students to participate in inquiry learning as preliminary researchers, standardize the thinking process, and make reasonable value judgments on different forms of historical materials. In our traditional teaching, teachers are used to carrying out the teaching procedure of "from historical facts to conclusions", focusing on guiding students to memorize mechanically and understand ready-made historical facts and historical theories, ignoring the cultivation of students' historical research literacy. Faced with the above problems, people often seem at a loss and can only simply complain that the proposition deviates from the "direction", which is a wrong concept and practice. In the teaching process of implementing the new curriculum, the teaching concept we should follow should be the process from "historical materials" to "historical facts" and then to "historical knowledge". Here, teachers are required to develop a variety of historical materials, so that students can verify the conclusions in the teaching materials in the process of refining historical information, form their own views and understandings, and gradually understand and reflect on the use value and relationship of these historical materials with different forms and properties. This process is a process of cultivating students how to obtain, identify and judge historical materials, and also a process of guiding students to form correct research methods and rigorous thinking ability.

2、

It is necessary to guide students to use the evaluation criteria of historical materialism to reflect and reevaluate the historical evaluation itself, and form a unique historical thinking perspective and scientific value tendency. In the past teaching activities, we paid too much attention to the evaluation results, paid attention to the evaluation of the historical events themselves, and ignored the re-evaluation of the evaluation results from a higher level. For example, as for the influence of the Opium War on China's economic development, generally speaking, we only stay in the "influence" itself, namely: "On the one hand, we began to disintegrate the natural economy in the eastern coastal areas, plundered China's resources, seized China's market, and involved China in the capitalist world market system; On the other hand, it objectively stimulated the emergence of Chinese national capitalism and provided conditions for the opening of China's modernization process. But few people evaluate the evaluation results, that is, what is the basis and standard of the evaluation conclusion? What kind of historical materialism evaluation criteria do you adhere to? These are two sides of the same question, two different evaluation angles. The enlightenment we can get from this is that different positions, angles and standards of evaluation will naturally lead to different conclusions.

3. We should pay attention to integrating all kinds of "historical views" into the teaching content and use "historical views" to guide our classroom teaching. "Historical view" is the soul that guides historical thinking. We should consciously integrate the concepts of "civilization history view", "modernization history view", "global history view" and "social history view" into the usual teaching content to cultivate students' historical thinking quality. When analyzing the problem of "the influence of the Opium War on China's economic development", we should introduce the "global view of history" and "modern view of history". With the constant aggression of foreign powers, China's economy has gradually been involved in the capitalist world market system and become an integral part of the world market system. China was forced to open up and began to passively integrate into the world economic stage. From this perspective, the concept of globalization is applicable. At the same time, it also stimulated the rise of China's modern national industry and the transformation of the whole society, and China's economic field gradually began the process of modernization. From this perspective, it is a modern view of history.