历来对先行组织者的研究认为“先行组织者”教学策略可以加强学生已有认知结构的清晰性、稳定性、可辨别性，为新知识的学习提供观念上的固着点，从而达到促进知识获得的有意义学习与保持的目的。但已有研究大多停留在理论层面，没有深入到某一门具体学科中，也没有形成较完整的体系。先行组织者对哪一类型知识的掌握更有帮助，现有研究也尚未有深入的探讨。本研究将先行组织者策略引入学生对历史知识的掌握中，区分了两类历史知识，即“结构性知识”和“细节性知识”。对七年级的80名学生进行了5个课时的实验研究，通过实验班（提供先行组织者）和对照班（不提供先行组织者）的比较，发现先行组织者有助于促进初中生对历史知识的掌握，但这种促进作用并不存在性别差异。进一步的研究发现，先行组织者对初中生历史学习的促进作用主要体现在它可以促进初中生掌握新知识中的“结构性知识”，而对于“细节性知识”的帮助则并不显著，这种帮助则体现出了显著的性别差异。要在历史教学中更好地应用先行组织者策略，需要教师精心设计先行组织者，将先行组织者的编排形式和具体教学内容的组织结合起来，使先行组织者能为学生提供一个清晰的学习框架。

Researchers in successions who have studied the Advance Organizer all come to the thought that Advance Organizer teaching strategy can enforce student’s clarity, stability and distinguish ability in their study; it can provide the support point which will promote the acquirement of meaningful study in learning new knowledge. However most research come to a halt at a theoretic layer but not deepened to a specific subject study. So it can not become a wholesome system. What kind of knowledge acquirement would benefit most from Advance organizer is still under discussion and further study.The paper is designed to combine advanced organizer into the acquirement of history study for students with the differences of structural knowledge and detail knowledge. 5 teaching-hours’ study was made among 80 students in grade seven to compare the differences of advanced organizer class and non-advance organizer class. The study shows that advance organizer is helpful to promote the acquirement of history knowledge for students but there is no gender difference.Further research showed that advanced organizer is help in the structural knowledge in the middle school students’ history learning, but not in detailed knowledge learning. This shows the gender difference. The better history teaching should well apply the strategy of advanced organizer and require a careful and detailed plan for it. We should well combine the structure of advanced organizer and study content to provide students with a clear study frame in students’ study.