历史是生动、具体的,所以,历史的教学也应该是生动的、具体的。然而,“多年来,我们的学校教育……在教学方法上不善于实行启发式,在不同程度上还是用灌输式或填鸭式,上课听讲义,下课背讲义,考试主要靠死记硬背,受教育者的主动性很不够……”(万里《在全国教育工作会议上的讲话》),大大扼杀了学生们本应极为浓厚的学习兴趣。为了改变这种现象,我们在培养学生的创造力,使第一课堂与第二课堂生动的结合等方面,做了一些探索。现将我们引导学生举办币展活动的情况和收获,简要汇报如下: History is vivid and concrete, so history teaching should also be vivid and concrete. However, “Over the years, our school education ... is not good at teaching methodologies to heuristics. To varying degrees, we still use inculcation or cramming. Educators ’initiative is not enough ... ”(Wanli’s“ Speech at the National Education Working Conference ”), which greatly strangled the students’ interest in learning. In order to change this phenomenon, we have done some exploration in cultivating students’ creativity and vividly combining the first classroom and the second classroom. Now we guide students to hold the status of the currency exhibition activities and harvest, a brief report as follows: