When some students evaluate historical figures, they often only start from their personal feelings and consider from the moral point of view, and often can't make a correct evaluation. Therefore, to guide students to correctly evaluate historical figures, we must first make them clear the basic criteria for evaluating historical figures. Specifically, we should guide them to establish historical materialism. When evaluating historical figures, we should put them in a specific historical background to see whether their actions conform to the historical trend, whether they conform to the wishes of the people and whether they are conducive to social progress. If they meet this standard, they will be basically affirmed, and vice versa. For example, when evaluating Roosevelt, I first guided students to analyze the international situation, economic crisis, the rise of fascist forces and World War II in the 1930s and 1940s, and then summarized the measures Roosevelt took for this, that is, he first implemented the New Deal after taking office, helped the United States tide over the economic crisis, improved the lives of the American people, consolidated the bourgeois democratic system in the United States, and then led the United States to participate in World War II, strengthened the anti-fascist forces of the people of the world, and won the anti-fascist war. What he did conforms to the historical trend, the people's will and is conducive to social progress, which is undoubtedly worthy of recognition. For another example, when evaluating Hitler, some students thought that Hitler was a hero, because he was born in a very difficult situation in Germany (internal economic and political crisis, external Verdun system), and took some measures to help Germany tide over the economic crisis, stabilize the political situation, get rid of the shackles of the Verdun system and become a world power again. This seems to be well-founded, but in fact they have not clearly defined the criteria for evaluating historical figures. I guide the students to analyze that Hitler's so-called "achievements" were based on domestic fascist dictatorship and foreign aggression and expansion, which eventually led to the Second World War and brought great disasters to all mankind. These obviously go against the historical trend and people's wishes, and also hinder social progress, so that students naturally come to the conclusion that Hitler is a historical sinner and will no longer consider him a hero.
Second, let students learn to evaluate historical figures in combination with the background of the times.
Any historical figure lives in a specific time and space, and each era has its own characteristics different from other eras. The behavior of historical figures is closely related to the historical era in which they live, that is, the so-called times make heroes. Of course, as a product of the times, their behavior will also have different degrees of influence on the historical development at that time or later. Therefore, when evaluating historical figures, we must put them in the specific historical background at that time. We can neither demand the ancients from today's perspective, oppose their modernization, nor be divorced from the background of the times at that time to improve them. In my usual teaching process, I pay great attention to let students evaluate historical figures in combination with the background of the times. For example, when evaluating Yue Fei, an anti-gold hero, some students talked nonsense about how stupid he was and didn't know how to resist. I guide students to point out that his so-called foolish loyalty is actually related to the background of the times, the class group he belongs to and the feudal loyalty education he received. We can't be demanding, but his anti-gold behavior has gone far beyond the category of loyalty to the monarch and has risen to the height of safeguarding people's interests and national interests, so on the whole.
Third, let students learn to evaluate historical figures comprehensively and dialectically.
The activities of historical figures are often multifaceted. At different stages, their behaviors in different fields may be different, or even completely opposite. This involves how to correctly treat the merits and demerits of historical figures, whether they are greater than merits or demerits. This requires dialectical and concrete analysis, insisting on a comprehensive view of the problem from a split point of view, and avoiding simplification and absolutism. At the same time, we should adhere to the unity of two-point theory and key theory. Therefore, when evaluating historical figures, we should pay attention to guiding students to see both the progressive side of historical figures promoting historical development and the reactionary side of them hindering historical progress. On this basis, it is clear which aspect is dominant and belongs to the mainstream, so as to make an objective and qualitative evaluation. For example, when evaluating Qin Shihuang, I first guide students to analyze the merits and demerits of Qin Shihuang. The students came to the conclusion through exchanges and discussions that his measures of unifying China, establishing feudal autocracy and centralization, unifying cars and tracks, writing, currency, weights and measures, attacking Xiongnu, building the Great Wall, unifying the south, and building a canal were in line with the historical development trend and the fundamental interests of the people, which was one of his meritorious deeds. However, the practice of burning books to bury Confucianism, imposing exorbitant taxes and levies, and imposing severe punishments and laws does not meet the requirements of historical development and the wishes of the people, which is one aspect. Then, the students compare his contributions and mistakes. Through comparison, students can easily draw the conclusion that Qin Shihuang's historical contribution is the mainstream, and his merits are greater than his own. Therefore, it is not difficult for students to judge whether Qin Shihuang is an eternal emperor or an eternal tyrant.
Fourth, let students learn to evaluate historical figures by combining history with theory.
"Starting from history and combining history with theory" is the basic method of history learning and the basic ability of history discipline. This method is also suitable for evaluating historical figures. Because the conclusive evaluation of historical figures is made by analyzing their specific historical activities or remembering them. Therefore, when guiding students to comment on historical figures, I pay great attention to let them master the method of combining history with theory, learn to focus on narration, and "combine comments with narration". Through the analysis and brief description of historical activities of figures, I draw an evaluation conclusion. For example, when instructing students to evaluate Lincoln, I asked them to briefly describe Lincoln's contribution to maintaining American national unity and abolishing black slavery. On this basis, I come to the conclusion that Lincoln is an outstanding bourgeois politician in American history and deserves to be one of the greatest presidents in American history. For another example, when evaluating Emperor Taizong, I first ask students to briefly summarize the enlightened measures taken by Emperor Taizong in politics, economy, military affairs, culture, ethnic relations and diplomacy, and analyze the application of this measure-the emergence of a peaceful situation of "Zhenguan rule", and come to the conclusion that Emperor Taizong was an outstanding feudal politician, strategist and a great king in ancient China.