1. The junior high school history composition (which needs to be solved urgently) has a novel point of view, and the number of words is about 1000. I see. There are several articles for reference.

1。 Li Hongzhang (1823 ~ 190 1) was an important military official in the late Qing Dynasty, the founder and commander-in-chief of the Huai Army, and the main advocate of the Westernization Movement.

Fu Zi, the word gradually just, number Shao Quanlin,. An Hui is a fat man.

In the twenty-seventh year of Daoguang (1847), he was a scholar. At the same time, he was educated at home, and he talked about seeking world research.

In the third year of Xianfeng (1853), he was ordered to go back to his hometown for group training and led troops to fight against Taiping rebels many times. /kloc-in the winter of 0/858, I went to the Zeng government to help with business.

1860, Huaiyang navy was unified. After the Xiang army occupied Anqing, it was recommended by Zeng Guofan that "talents are promising" and ordered to return to Hefei to take courage.

In the first year of Tongzhi (1862), it was incorporated into Huaiyong 5th Battalion. Zeng Guofan regarded Shanghai as a "land of salary increase and cream" and ordered Huai Yong to arrive in Shanghai on an English ship, and he became an army himself and worked for the Huai Army. Zeng Guofan recommended him to be the governor of Jiangsu.

The real power of the local party has not only been maintained, but also the army in Jiangsu has been greatly expanded, and the new guns in the West have been adopted, so that the Huai army has increased from more than 6,000 to 670,000 in two years, becoming a well-equipped and highly effective local armed force in the Qing army. On this basis, the warlord group of the post-Huai system gradually formed.

After Li Hongzhang arrived in Shanghai, he joined forces with foreign countries and hired domestic servants (later organized as the Immortal Army) to commit crimes against the Taiping Army. 1863, 1864, led the Huai army to capture Suzhou, Changzhou and other places, and jointly suppressed the Taiping Heavenly Kingdom with the Xiang army.

Since the 1960s, Li Hongzhang has made great efforts to build a new military industry, copied foreign ships and guns, and started the westernization cause of "self-improvement" from the list of major events. 1865, Jiangnan Machinery Manufacturing Bureau and Jinling Machinery Manufacturing Bureau were established in Shanghai and Jiangning (now Nanjing, Jiangsu) respectively.

In the same year, the presidential system of Liangjiang mobilized tens of thousands of Huai troops to fight the Nian Army in the Central Plains. 1866, followed Zeng Guo's mission and sent senior officials to handle military affairs.

The following year, he was named Governor of Huguang. After that, the strategy of "encircling the ground" and "strengthening the wall and clearing the wild" was adopted to eliminate the East-West Twist Army between Shandong, Jiangsu and Zhili (about north of the present river) and Shandong.

1870, following Zeng Guofan, served as governor of Zhili and minister of communication with Beiyang. From here, he controlled Beiyang for 25 years, participated in the management of the diplomatic, military and economic power of the Qing government, and became the most powerful official in Xinjiang in the late Qing Dynasty. Starting from the 1970s, Li Hongzhang further expanded the westernization industry and "sought wealth" because of the "self-improvement" in the bidding list. He decided to establish a series of civil enterprises in the form of "official supervision and commercial office".

At the same time, we set out to set up Beiyang coastal defense, focusing on foreign procurement and supplemented by self-construction. In the 14th year of Guangxu (1888), the Beiyang Navy was established. In order to cultivate talents needed for "self-improvement" and "seeking wealth", we have also set up various new learning halls and sent people to study in Europe and America.

All these westernization activities have profoundly influenced the development and evolution of social groups in China in recent generations. Due to the contrast between Chinese and foreign forces, Li Hongzhang developed a serious thought of "fear of foreigners" and always adhered to the policy of "seeking perfection from mistakes" in foreign affairs.

190 1 year 1 1 month died. Shi Wenzhong, Jinfeng first class.

He is the author of The Complete Works of Li Wenzhong. 2。

Xi incident: the fulcrum of the changing situation 1936 12 12 In February, the Xi incident shocked China and foreign countries. Because Chiang Kai-shek stubbornly adhered to the reactionary policy of "settling abroad first" and ignored the siege of the Japanese invaders, he forcibly "encircled" the Red Army in northern Shaanxi, such as patriotic generals Zhang Xueliang and Yang Hucheng of the Kuomintang.

After repeatedly persuading Chiang Kai-shek to unite against Japan for the sake of national justice, Zhang and General resolutely put forward a military remonstrance and detained Chiang Kai-shek. With great trust, Zhang and Yang invited representatives of China to participate in the decision-making on how to deal with the security incident.

The Communist Party of China (CPC) people have made a far-sighted policy of peaceful settlement. The Xi incident finally became the hub of the changing situation, thus realizing the new situation of the whole nation's unanimous resistance to Japan.

The establishment and sincere cooperation of the Trinity Anti-Japanese Alliance in Northwest China The reason why two generals, Zhang Xueliang and Yang Hucheng decisively launched the Xi 'an incident in the Anti-Japanese War to promote national unity was not out of temporary courage, but out of their grasp of the increasingly serious national disaster and the people's yearning for anti-Japanese. Zhang Xueliang had a grudge against Japanese imperialism for killing his father and losing his son.

After the change of flag in Northeast China, Zhang Xueliang actively supported Chiang Kai-shek to reunify China by force and gave Chiang crucial support in the Central Plains War. However, it was this Chiang Kai-shek who, under the siege of the Japanese aggressors, strictly forbade resistance to Japan. First lost the three northeastern provinces, and then lost the Jehol, and suffered for Chiang Kai-shek, and was forced to "go out" and "inspect" abroad.

1934 After Jiang returned to China, he was ordered to lead the Northeast Army to "suppress * * *" in Hubei, Henan and Anhui, and then "encircle" the Red Army in Shaanxi and Gansu. Two "suppression * * *" made Zhang Xueliang lose several divisions. Instead of expressing sympathy, Jiang conveniently cancelled the establishment of two divisions of the Northeast Army.

Chiang Kai-shek used civil war to resolve differences, which made him very disgusted. In the "suppression of * * *", Zhang Xueliang had a new understanding of the * * * production party and the Red Army.

In Hubei, Henan and Anhui, he lamented that the Red Army was heroic and extraordinary, and the people supported the Red Army regardless of their lives. During the "encirclement and suppression" campaign, the Northeast Army was wiped out by the Red Army for two and a half divisions at once, and thousands of people were captured. What moved him, however, was that the officers and men he captured ate and lived better than the Red Army.

They were all released after the Red Army told them that "China people don't fight China people, and our enemy is Japanese imperialism". Captured 6 19 regiment leader also volunteered to be the messenger of Zhong * * * to communicate with the Northeast Army.

The eloquent facts show that China and the Red Army are truly anti-Japanese; In order to resist Japan, we must unite with the Red Army. Zhang Xueliang immediately sent Gao Fuyuan to northern Shaanxi to express his willingness to unite with the Red Army to resist Japan.

Yang Hucheng had a similar experience with Zhang Xueliang. Yang Hucheng participated in the Revolution of 1911 in his early years and was a member of the League.

During the first cooperation between China and the United States, I got to know some honest and upright the Communist Party of China (CPC) people. After the failure of the Great Revolution, he refused to carry out Chiang Kai-shek's order to "clean up the Party" and arranged for party member to hold an important position in his army.

After Chiang Kai-shek found out, he forced him to go out to Japan to "inspect". 1935, Yang Hucheng was forced by Chiang Kai-shek to send four brigades to fight the Red Army in southern Shaanxi.

2. Important concepts in junior high school history The Opium War between China and Britain There were two opium wars in China's modern history: the first opium war: June1840 ~ August 1842. The Second Opium War: 1856 10 month ~ 1860 10 month. The two Opium Wars gradually reduced old China to a semi-feudal and semi-colonial society. There are also related movies and books.

The First Opium War (1840- 1842)

Date: 65438+June 28th 0840-65438+August 0842.

Location: China.

Result: Britain won.

Direct cause: the anti-smoking movement led by Lin Zexu.

Root cause: British colonialism plundered cheap industrial raw materials in developing countries in order to open the colonial market.

Requirements after the British victory: 1. Open Guangzhou, Xiamen, Fuzhou, Ningbo and Shanghai as trading ports.

2. Compensation of 2 1 ten thousand silver dollars.

3. cede hong kong island.

4. Negotiate tariffs with Britain

Influence: China gradually changed from an independent feudal country to a semi-colonial and semi-feudal country.

The Second Opium War (1856- 1860)

This is the first joint invasion of China by the British and French bourgeoisie. 1856~ 1860 (Xianfeng six to ten years), the war of aggression against China jointly launched by Britain and France with the support of Russia and the United States. It was named because its essence was the continuation and expansion of the Opium War, also known as the war between Britain and France.

3. How to evaluate the names of historical figures in junior high school history teaching Fu Unit No.2 Middle School, Sanya City, Hainan Province Zip code 572000 Keywords Historical figures Class theory Productivity Historical figures can be seen everywhere in history textbooks, and history is the history of human activities. Without historical figures, history teaching can be said to be impossible.

Although historical figures do not play a decisive role in historical development, their role in historical development is a key factor that cannot be ignored. Therefore, how to evaluate historical figures is very important for junior middle school students to learn history well, cultivate students' emotional attitude and values education, stimulate students' patriotic feelings, establish lofty ideals and build a new socialist China. But there are so many historical figures in history textbooks, both good and bad, and their contributions are different. So how should we evaluate them in history teaching in order to be objective and fair? The following are my views on the teaching experience of historical figures.

First, adhere to the viewpoint of class theory. The development of human history has its own regularity: along the main line of primitive society, slave society, feudal society, capitalist society and socialist society. Therefore, it is impossible for historical figures to surpass their sociality and the class they represent in their activities.

Only by analyzing historical figures from the viewpoint of class theory can we objectively and fairly evaluate historical figures. This method can be used to evaluate Napoleon who promulgated the code in the early stage.

This code is a typical bourgeois code, which has played a positive role in safeguarding the achievements of bourgeois revolution, cracking down on feudal remnants and ensuring the development of French capitalism. Napoleon once implemented this code in some European countries and regions under French occupation, which dealt a blow to European feudal forces and promoted the development of capitalism.

Moreover, Napoleon's early foreign war was mainly to repel the interference of the anti-French alliance in the French Revolution, and it was a just self-defense war. It attacked the feudal forces in Europe and consolidated the bourgeois rule. However, in order to expand France's territory and control Europe, Napoleon used foreign troops to occupy many parts of Europe many times. Napoleon became a thorough aggressor. His aggression harmed the interests of the people of the invaded country, aroused the resistance of the local people, and finally led to extinction.

Thus, the Napoleonic Wars were divided into justice and injustice. Why is this happening? This is because Napoleon is the representative of the bourgeoisie.

The bourgeoisie itself has two sides (revolutionary and predatory). Moreover, we can't think that Napoleon's foreign war is aggressive, so we hold a negative attitude towards it.

Because we can't expect Napoleon to surpass his own class, I hope he will give full play to the role of liberator in foreign wars. Second, adhere to the viewpoint of multi-directional evaluation. Multi-faceted evaluation is to evaluate historical figures according to their life activities.

This evaluation is conducive to preventing one-sided, comprehensive and correct analysis of the role of historical figures in historical development. For example, the evaluation of Emperor Wu of the Han Dynasty shows that Emperor Wu of the Han Dynasty was a brilliant politician with a broad outline in the history of China.

Politically: issuing decrees to promote favor, weakening the power of governors and strengthening centralization; Economically: the local right to coin and the right to operate salt and iron are centralized to cast five baht in a unified way. Ideologically: accept Dong Zhongshu's suggestion, oust a hundred schools, respect Confucianism alone, regard Confucianism as the orthodox thought of feudal society, and exclude other schools.

Strengthened ideological control; Culturally: vigorously promote Confucian education and set up imperial academy in Chang 'an. Imperial academy is the highest institution of learning in ancient China, with the Five Classics of Confucianism as the teaching material. Militarily, Wei Qing and Huo Qubing were sent to attack Xiongnu on a large scale for many times, which basically relieved the threat of Xiongnu to the northern border county.

Diplomatically, Zhang Qian sent missions to the Western Regions, which consolidated the northern frontier defense and strengthened the ties between ethnic groups. Under his rule, the Western Han Dynasty achieved great unity in politics, economy, military affairs and ideology, and entered its heyday.

Third, adhere to the viewpoint of the times. Adhering to the viewpoint of the times is to evaluate historical figures under specific historical conditions. If it meets the requirements of the development of the times, it will be affirmed, and if it does not, it will be denied. At the same time, be careful not to evaluate the ancients by the standards of modern people; For example, Li Hongzhang and Zuo were both famous ministers of the Qing Dynasty, outstanding representatives of the Westernization Movement and executioners who suppressed the Taiping Heavenly Kingdom Movement. But two people are different in the eyes of China people.

So, why is this happening? This is because when Li Hongzhang founded the Westernization Movement, it also represented that the Qing government signed a series of unequal treaties with imperialism and betrayed China's sovereignty. He is a total traitor. Li Hongzhang should be nailed to the shame column of history.

The left is not. Although he was covered with the blood of soldiers of the Taiping Heavenly Kingdom, when there was a crisis in Xinjiang, the northwest frontier of the Qing government, he went to the battlefield without hesitation. Finally, after a bloody battle, Xinjiang was recovered and national sovereignty and leadership integrity were safeguarded.

It conforms to the requirements of the development of the times and the fundamental interests of the Chinese nation. Therefore, Zuo deserves our respect and praise.

4. Sticking to productivity as the standard means whether historical figures can promote the development of productivity in their activities. What is certain is that their activities have promoted the development of productivity. If it hinders the development of productive forces, it will be denied.

This standard is often used to evaluate the reform activities of historical figures. For example, the evaluation of Shang Yang.

With the support of Qin Xiaogong, Shang Yang carried out a series of reforms to encourage farmers to reclaim wasteland. Those who work hard in farming and spinning are exempt from corvee and taxes, while those who abandon agriculture and business or are poor because of laziness are punished as slaves to their families. Abolish aristocratic hereditary privileges and reward those who have made meritorious deeds in war; Establish a county system, and the monarch directly sends officials to govern. Shang Yang also compiled an account. Five families are friends. Why do ten families supervise each other? If one family breaks the law and the neighbors don't report it, then ten families will sit together.

After Shang Yang's political reform, the national strength of Qin became stronger and stronger, which laid the foundation for Qin to destroy the six countries and finally complete reunification. Although the reform violated the interests of the old aristocracy, Shang Yang also died of a car crack.

However, Shang Yang's political reform promoted the development of Qin's productive forces, which was in line with the interests of the people of Qin. We should take a positive attitude towards Shang Yang. 5. Insist on objectivity and justice, and don't be emotional. The evaluation of historical figures should be realistic, attach importance to conclusive evidence, adhere to historical materialism, and not be emotional.

China has been a multi-ethnic country since ancient times. The Han nationality and other nationalities are members of our motherland's big family. Some ethnic groups have a very long history, such as the Qiang nationality in the northwest and the Miao nationality in the south, which appeared at the same time as the formation of the Han nationality.

Today, Su Shen, the Manchu ancestor of the Western Zhou Dynasty, and Donghu, the Mongolian ancestor of the Shang Dynasty, were both powerful and established political power. During the Qin and Han Dynasties, the Huns in the north were very powerful and confronted the Qin and Han empires across the Great Wall.

During the Wei, Jin, Southern and Northern Dynasties, more countries were established by ethnic minorities, and many countries also entered the Central Plains. During the Song Dynasty, Liao established by Qidan, Jin established by Jurchen nationality and Xia established by Tangut ruled most of China.

During the Yuan, Ming and Qing Dynasties, the national jurisdiction established by ethnic minorities was wider, and the Yuan Dynasty established by Mongols unified China and became the largest feudal dynasty in the history of China. The Qing Dynasty, which was founded by the Manchu Dynasty, was the largest country in East Asia at that time.

Due to the continuous development of all ethnic groups, a unified multi-ethnic country has gradually formed, and ethnic minorities have made great contributions in the process of creating our great motherland. The ethnic group that established the first unified centralized feudal state in China was the Canrong ethnic group, which was always discriminated by the Chinese ethnic group. Under the influence of the advanced economy and culture in the Central Plains, Shang Yang became a powerful country in the Warring States period through the reform, which completed the task of unifying the six countries and promoted the development of China's history.

During the Northern and Southern Dynasties, the Northern Wei Dynasty established by Xianbei people gradually became stronger after the reunification of the North, which promoted the economic development of the North and the great integration of people of all ethnic groups and laid the foundation for the reunification of the Sui Dynasty. Later, the Yuan Dynasty established by Mongols and the Qing Dynasty established by Manchu not only occupied the Central Plains, but also unified the whole country.

Today's provincial system in China began in the Yuan Dynasty, and today's territory of China was basically determined in the early Qing Dynasty. Economically, ethnic minorities have also played a very important role in the development of the border areas of the motherland.

Dongyi people develop coastal areas, Miao and Yao people develop the Yangtze River, Pearl River and Minjiang River basins, Tibetans develop the Qinghai-Tibet Plateau, Yi and Southwest ethnic groups develop the southwest region, Donghu people develop the northeast region, Xiongnu, Xianbei, Turkic and Mongols successively develop the Mongolian region, Uighur and Northwest ethnic groups develop the northwest region, and Gaoshan ethnic groups develop the island of Taiwan Province Province. It is the people of all ethnic groups in the border areas who have developed the border economy and established close economic exchanges with the Central Plains that have made the multi-ethnic countries form a unified and inseparable economic whole.

All ethnic groups have made great contributions to safeguarding the motherland's reunification, national unity and territorial integrity. For example, during the Qing Dynasty, the people of all ethnic groups in Northeast China resisted the invasion of Northeast China by Russia, and the people of all ethnic groups in Northwest China supported the Qing army to counter the struggle of the big and small Zhuo brothers to split the motherland. In modern times, there are more examples of people of all ethnic groups uniting against imperialist aggression.

Of course, the development of all ethnic groups in the historical process is unbalanced, both advanced and backward, and their roles are not the same. Among them, a large number of fast-growing ethnic groups have played a greater role in the historical development of our motherland. For example, the Han nationality has played a great role in politics, economy, ideology and culture. This is an objective fact, no doubt.

However, this does not mean that the development history of the Chinese nation is the development history of the Han nationality. China, a unified country, was founded not by one nation, but by all ethnic groups, including those that existed in history and have now disappeared.

A history of the development of the Chinese nation must include the history of the development of all ethnic groups. Without the history of ethnic minorities, it cannot be called the history of the Chinese nation. In history teaching, we should neither exaggerate nor shrink the role and position of ethnic minorities in historical development, but tell them realistically.

Second, to tell the story of ethnic relations in history, we should analyze it with contradictory views. In the history of China, there was a period of unity in which all ethnic groups lived in harmony and developed peacefully, and a period of division in which all ethnic groups were opposed and fought. There are both regimes established by the Han nationality and ethnic minorities; There are wars within the Han nationality, between the Han nationality and ethnic minorities, and between ethnic minorities; There are both foreign invasion and fighting against foreign invasion.

Historically, multi-ethnic China has been united and divided. How should we treat the unity and division of multi-ethnic countries in history? From the viewpoint of dialectical materialism, it is not difficult to see that in a multi-ethnic country like China, when the identity of contradictions is the main position, all ethnic groups get along well, influence each other and develop peacefully, and the country presents a unified state, such as the unification of Qin and Han Dynasties, Sui and Tang Dynasties, Yuan, Ming and Qing Dynasties and so on.

When contradictions and struggles dominate, all ethnic groups will confront each other, or even war will break out, and the country will be in a state of war or division, such as the separation of the three countries, the division of the Northern and Southern Dynasties, and the formation of a state of five dynasties and ten countries. At the same time, contradictory parties can also transform each other. For example, in the wars between Song and Xixia, Liao and Jin, the ruling classes of both sides mobilized almost all the manpower and material resources of their respective sides. However, after the war, there was a situation of peaceful coexistence among all ethnic groups, especially among people of all ethnic groups.

Although the national war has caused havoc to the people of all ethnic groups, millions of people have died and the economy and culture have been destroyed, war is also an important way for all ethnic groups to get close to each other. After every war in history, a large number of people from conquered nationalities were forced to move to the settlement of another nationality, and all ethnic groups lived in a wrong place and merged with each other.

Ethnic wars often occurred in the Sixteen Countries of the Eastern Jin Dynasty, and it was during this period that great ethnic integration was formed. If Mongolians and Manchus do not enter the Central Plains, there will be no more elements integrated into the Han nationality.

As for the examples of economic and cultural exchanges caused by war, it is even more common in history. This objectively promoted the formation and consolidation of a unified multi-ethnic country in China.

Hatred, slaughter and war among ethnic groups in history are only one aspect of ethnic relations. On the other hand, people of all ethnic groups have lived in harmony in history.

5. Suggestions for junior high school history class enrich your life, and put what you think in your life and what may have happened in history into your class.

Children's eyesight is what you should pay attention to, and there will always be special preferences in an age group! Try to enrich, be funny and humorous, learn humor, read more books and pay attention to other aspects. Don't mislead others' children! I'm really glad to see your question. I think of my former teachers. They are really different. For the younger generation, I try my best to show my excellent side and imprint my youth on the youth of others. This is the most proud and proud thing! To learn to touch people, teachers are a hard profession and need great love, and great love is fraternity.

People who don't have certain ideas are not worthy to be teachers.

6. Ask PEP for junior high school history review outline 1: First of all, the review process of history science (basic points) is a process of sorting out knowledge and systematizing and completing what has been learned; "3+X" examines knowledge with internal relations, attaches importance to mastering basic knowledge (concepts, principles and facts) and basic ability (methods, skills and ideas), and strives to achieve mastery through a comprehensive study.

On this basis, carefully review some special lectures. 2. We should handle it carefully and master all kinds of relationships: ① The relationship between intra-disciplinary synthesis and inter-disciplinary synthesis is dominated by intra-disciplinary synthesis, supplemented by inter-disciplinary synthesis; (2) The relationship between double-base and ability, in which double-base is the premise and ability is the destination. We should base ourselves on the foundation, effectively cultivate the ability and improve the quality in an all-round way; (3) The relationship between subject knowledge and current political hotspots is actually the relationship between theory and practice, and attention should be paid to the application of knowledge and the ability to solve problems. Therefore, we should pay attention to three links in reviewing history: ① pay attention to the internal relations of the discipline (vertical relations and horizontal relations); (2) the relationship between historical geography and politics; ③ the connection between history and reality; The history department must review in three rounds: the first round of comprehensive and systematic review, laying a solid foundation; The second round of special review, combining knowledge from a new angle, strives to achieve mastery through a comprehensive study; The third round of mock exam, check for missing parts, and strengthen training 4. In the first round, we should review the units, broaden our horizons, and have a solid foundation, but we should appropriately speed up the pace, highlight the backbone, and take care of non-key points.

In the second round, we must strengthen the review of special topics, carefully design the sub-topics under each topic, handle the review of special topics with a developed and relevant viewpoint and method, combine macro and micro, and don't elaborate on the knowledge points. The first two rounds of review are mainly about history; In the process of reviewing history, we should always pay attention to the "three emphases" (1), master the basic knowledge of history, accurately grasp important historical facts, concepts and conclusions, sort out the basic clues, stage characteristics and internal relations of historical development, and form the backbone system and knowledge network of subject content.

① Accurately remember the basic historical facts: define the memory goal; Strive to remember on the basis of understanding; Knowledge network. ② Understanding important historical concepts and conclusions is the basic way to form historical thinking ability.

③ Understand the basic clues, stage characteristics and development process of historical development, and understand history from a macro perspective. (4) Strengthen the review of special history, integrate and form the backbone (highlight key points and take care of non-key points appropriately).

For example, the appendix: specifically: the ancient history of China: grasping the main characteristics of the evolution of ancient civilization in China from a macro perspective; The "Great Reversal" between Ming and Qing Dynasties: the modernization process of China in early modern times (1840-1919); Late modern history of China (1919-1949); China * * * production party led the people of China to win the democratic revolution; And ... In the part of modern world history, we should pay attention to the further development of monopoly capitalism and economic globalization, the evolution of international relations in modern world (focusing on three major systems and two wars), the comparison and connection between scientific and technological development and educational reform, and the focus of attention. (2) Learn basic theories, initially understand and apply several basic viewpoints and dialectical thinking methods of historical materialism, and improve theoretical thinking and independent thinking ability. The basic viewpoints of historical materialism should include: ① the basic principles of productivity and production relations, economic base and superstructure, so as to understand and evaluate the standard of historical productivity.

The so-called productivity standard mainly includes two points: first, productivity is the basis of all human history and the ultimate driving force of historical development; Second, productivity is the fundamental criterion for understanding and evaluating historical phenomena. ② The relationship between social existence and social consciousness, so as to understand the practical standard of evaluating history.

The so-called practice standard is to demonstrate according to the results of practice test. First, we should be "close to historical facts and science"; Second, we should "seek truth from facts and not be confined to some unscientific conclusions"; Third, it is necessary to "specifically analyze and avoid absolutization".

③ Combination of micro-research and macro-understanding. "Microscopy" mainly refers to specific historical facts, and when analyzing and evaluating historical phenomena, it will only be "practical" and still belong to microcosmic; "Macro" mainly refers to the main topics, main contradictions, main characteristics and fundamental development trends faced by an era.

The combination of micro and macro, on the one hand, "macro understanding must be based on micro research"; On the other hand, "without a macro understanding, it is difficult to make a correct conclusion just by talking about things" and "only see the trees, but not the forest". ④ Look at history from the perspective of the evolution of human civilization.

First of all, we should realize that "the evolution of civilization is the general program of human historical development"; Secondly, we should realize that "every step forward of human civilization has to pay a certain price", but this is still a drop in the bucket compared with the great progress made by civilization. ⑤ Class and class struggle.

⑥ The role of individuals and people in history. A preliminary understanding and mastery of dialectical thinking methods should include: ① Causality; (2) * * * Gender and personality; ③ Phenomenon and essence; (4) contingency and inevitability; ⑤ Principal contradiction and secondary contradiction; ⑥ Inheritance and development, etc.

Focus (3) Master the main methods of learning history, pay attention to the training of problem-solving ability, and explore the correct ideas and methods of problem-solving. Pay attention to cultivating your problem-solving ability and master some problem-solving skills in the process of reviewing and practicing problems.