在歷史教學過程中,利用參考地圖,使學生迅速地理解和鞏固知識,以提高教學效果,是一個十分重要的工作。可是我系教師,在思想改造以前很少想到這一問題。個別教師,偶爾在黑板上隨手勾出一個輪廓,只能略示地理方位而已。而我們使用的敎本又多是没有插圖的(如「中國通史簡編」(未修訂本)、「簡明中國通史」……),同時同學們由於舊教育的毒害,又普遍缺乏地理知識。因此,在我們的教學中,就不可避免地產生了許多不良的效果。共中最主要的是: 一、使同學不能具體地看到歷史的發展,因而對歷史缺乏發展的觀點。例如:我們偉大的祖國,最初不過是黄河流域的一些小小部落,後來由於勞動人民的辛勤開墾,才逐漸發展成現在這樣的泱泱大邦。然而由於缺乏地圖的幫 In the course of history teaching, using reference maps to enable students to quickly understand and consolidate their knowledge so as to enhance their teaching effectiveness is a very important task. However, I was a teacher, and I seldom thought of this problem before my thinking was changed. Individual teachers, occasionally hooked a sketch on the blackboard, only a slight geographical location only. The transcripts we use are mostly out of illustrations (such as “General History of China’s General History” (Unrevisioned), “Brief History of China” ...). Students are also generally lacking in geographical knowledge due to the poisoning of old education. Therefore, in our teaching, inevitably have a lot of adverse effects. The main points are: First, to make students can not specifically see the history of development, thus the history of the lack of development point of view. For example, our great motherland was originally only some small tribe in the Yellow River basin. Later, due to the hard work of the working people, we gradually developed into such a great state as now. However, due to lack of map help