十八大以来，习近平总书记在各重大场合提到的关于历史学的重要论述，如“学史明理”，“借鉴历史，给人类带来很多了解昨天、把握今天、开创明天的智慧”，“历史是人类最好的老师”等论述，揭示了我们应该从历史学习中借鉴经验，汲取智慧，明白道理，获得启迪的学史方法。中学历史教学更应践行学史明理的思路，以落实立德树人的教育目标。而在历史教学实践中，以史事启蒙学生的教学实践，存在重技术轻道理、空洞说教、单向灌输、脱离学情、缺乏立意等问题。因此，追求明理的初中历史教学研究具有很高的现实意义。

初中历史对学生精神境界的提升意义重大。初中历史所明之“理”，从纵向维度看包含了过去治乱得失之理、现在做人的道理、未来历史发展的前途。从横向维度看，包括了做人之理与社会之理。学史明理既有较深厚的文化基础，又适应了历史教育的时代要求：一方面，中国古代传统史学重视的“道德教化”、“以古鉴今”、“启智增慧”的功能，为学史明理提供思想条件。另一方面，学史明理符合新课标的课程性质和课程理念。新课标中唯物史观、家国情怀的学科素养，与学史明理异曲同工。基于上述认识，初中历史教师可以结合课标要求和教学内容，吸收史学研究成果，从历史人物、事件和现象中抽绎出做人之理和社会之理，为初中历史建立合适的教学立意，提升教学设计的思想高度。此外，初中历史教师从明做人之理和明社会之理两大角度，设计相应的教学活动，比如“以人为镜”剧本创作与表演活动、“以史为鉴”纪录片探究活动，促成学生形成对人生与社会的感悟。教学实践中教师应该坚持专业阅读，从学术资源中汲取营养，为学史明理的教学实践提供高远的精神境界。同时要立足课标，结合学情，研究明理的途径与方式，形成行之有效的教学设计。此外还有多种教学补充方式，如作业设计与命题设计等，以多种途径达成明理的目的。

Since the 18th CPC National Congress,Important expositions on history that General Secretary Xi Jinping mentioned on various important occasions，such as “Learn from history to clarify the truth”,  "learning from history can bring people much wisdom to know yesterday, grasp today and create tomorrow",  "history is the best teacher of mankind", obtain enlightenment of learning history method that we should learn from history to gain experience, draw wisdom, understand the principles of life and society. The teaching of history in middle school should practice the thought of learning from history in order to implement the educational goal of cultivating people by virtue. However, the teaching practice of enlightening students with historical events has some problems, such as attaching more importance to technology than to learn from history, empty preaching, one-way indoctrination, divorcing from the actual situation of students, and lack of intention. Therefore, it is of great practical significance to research middle school history teaching with the objective of understanding the principles and truths.

Junior high school history teaching is of great significance to the improvement of students' spiritual realm. The thought of learning from history, from the longitudinal dimension, includes the theory of the gains and losses of the past, the truth of the present life, and the future of historical development. From the horizontal dimension, it includes the principle of man and society. Learning from history has a profound cultural foundation and meets the requirements of the times of historical education. On the one hand, the functions of "moral education", "learning from the past" and "enlightening one's wisdom", which the ancient Chinese traditional historiography, provide ideological conditions for the learning from history. On the other hand, the theory of learning from history conforms to the nature and concept of the new curriculum standard. In the new curriculum standard, the materialist view of history and the feelings of home and country are the same as the learning from the history. Based on the above understanding, junior high school history teachers can combine the requirements of curriculum standards and teaching content, absorb the achievements of historical research, and draw out the principles of human life and society from historical figures, events and phenomena, so as to establish the appropriate teaching concept for junior high school history and improve the ideological height of teaching design. In addition, junior high school history teachers design corresponding teaching activities from two perspectives of understanding the principles of human life and the principles of society, such as "taking people as a mirror" playwriting and performance activities, "Taking history as a mirror" documentary exploration activities, to facilitate students to form the perception of life and society. In teaching practice, teachers should adhere to professional reading, draw nourishment from academic resources, and provide a lofty spiritual realm for the teaching practice of learning history and understanding. We also should base on the history curriculum standard, combine the learning situation, research the way of learning from history, form the effective teaching design. In addition, there are a variety of teaching supplement methods, such as assignment design and proposition design, to achieve the purpose of learning from history in a variety of ways.