历史，给学生直观的印象就是过去发生的事情，与我们的距离感觉非常遥远，目前高中历史课堂沉闷、无趣的现状亟待改变，如何引发学生学习历史的兴趣？这成为了一线高中历史教师一直希望解决的问题。而2012年广西成为全国最后一个地区正式进入新课程改革，这对于我们一线教师来说既是挑战，也是机遇。笔者带着这个思考，以广西南宁市第一中学高一年级的全体学生为对象进行了调查，数据显示高一年级学生对直接的、感性的历史知识接受较快，例如历史人物。笔者大胆采用了以人物为线索进行历史课堂构建，挑选合适课程、不同的课型进行课堂教学方式的改革。经过实践和研究，笔者发现采用“以人物为线索的历史课堂构建”的教学方式作用十分明显，学生对历史课的兴趣、上课参与程度、课下完成作业的情况、考试成绩等都有所提高。笔者以新课改为契机，倡导教师积极探索课堂教学方式的创新，并根据自己的实践经验提出改进历史课堂教学的优化策略。除此之外，在培养学生历史学习兴趣的基础上，笔者更希望的是培养学生的历史思维，让学生用历史的眼光去解决问题，培养学生抓住事物的重点、把握大势的能力，并帮助学生树立正确的人生观和价值观。

History is commonly thought to be the distant past without emotional resonance to high school students, usually leading to validness in class. It is imperative to make changes to attract the students in history with education reform started in Guangxi in 2012. As Guangxi is the last province to start the new curriculum standard in China, the high school teachers have a great chance to reform their history class, and the attitude of their students with experience from other provinces.The attitude to history of the 1st year students in Nanning No.1 High school, Guangxi were investigated with questionnaire survey. It is significant that figurative events, like historical figures, are most susceptive to these students. A novel historical figure centered teaching plan was constructed for these students, optimized with specific teaching method and contents. Significant improvements occurred in attitude, participation, homework and test scores among these students with the novel teaching method. Moreover, effective historical education could also be a powerful tool to influence high school students in their view of life and value, improving their learning capacity. For these, new methods with practices in history teaching are positive to history class following the new standard curriculum, and worthy for popularize.