1Historical drama in the classroom teaching on the role ofThat history education, the minds of many peoples first word was flashed - back, and then is boring. In fact, this is a misunderstanding of history, history education is not names, recite a lot of years, not just understanding of abstract concepts, but flesh and blood, vivid and three-dimensional, is a combination of emotional and rational.s brilliant history of elite life, thought and personality flash, a long history, reflected the colorful and shiny, while the historical drama capture the beauty of these flashing, reproduction of a world of beauty. The author in April 2006 a public class is used in this form, the expert response is very good, are the feelings written. Students through the historical drama and historical dialogue, we must first have a good history of the script, but not a lot of scripts on the line, there is no active participation of students, the script has more to do well, the opposite has been the active participation of students, even less than the script can find ways to solve. 2In the absence of readily available historical script, I decided to write by the students themselves, such as year Ten brains of some of the students write their own hands while writing the script of course, need material. China is a long history, the history books very rich country, not only each dynasty has official repair of the official history, but also a large number of unofficial, notes, historical novels, a broad array of historical work as a historical drama offers an inexhaustible creative material. Material issue is resolved, I took advantage of activities in class time for students to historical drama about the creative methods and requirements, and invited some of the loving guidance of drama teacher with the topics. Theme selected, then the relevant information is disseminated to students, so They use recess time to read. After event panel discussion, consultation, decided to material choice, the final composition of the team better by the students write the script according to the material (5-6 minutes the script is completed, the teacher, students to modify. In the script writing process, to deepen the students knowledge of the relevant historical materials on 3the correct perception and deep understanding. Well prepared script, students will round into the history of drama rehearsal to go. Then good performance of students on a director or actor, for the second time with the history of dialogue when teaching students not only requires knowledge have the correct perception and profound understanding, but also ask them to play on the script with bold and strong memories of the students performance despite the very raw and tender, but still helps you to convert written text into spoken language for stage performances , body movement, change of death as a living textbook knowledge of performance practice in the performances of imagination, feeling elite charisma. Historical drama, the most interesting is the clear theme, props and scenery and beautiful form. The performances of all characteristics of the clothing, landscapes, etc., to achieve the unity of content-rich and formal beauty. Actors clothing, headgear, the the teachers and students according to the picture, the use of waste cardboard, newspaper, bed sheets and other 4restructuring, albeit rough, but it is a showcase student ingenuity. The 21st century is the century of innovation, to promote students to conduct research to learn, but also focus on education reform, the quality of education in the hot spots, while the history books will be adapted for the screenplay, is to develop students creativity. Screenplay adaptation, emphasizing the historical authenticity, historical knowledge from the start, but not see the person, emphasizing artistry, courage reasonable to imagine that people did not want to think and re-emphasis on integrated historical information, to abstract from the concrete nature of these . . effective creative thinking for interdisciplinary research opened the way, but also to develop the students thinking vision. Some of the students through the presentation the history of drama, access to a large number of Song of information on the history With deeper understanding, which will in the history of Tokyo and Changchun, compared to quite a number of components made suggestions to enrich the teaching of history and improve 5their own quality. 21st century requires more than standard, multi-level, with the overall quality, full development of personality, intelligent, complex talent, but we doubt many students would not issue orders to all learning activities, teachers should try to book in addition to knowledge, it seems not understand anything in this highly competitive society, they are difficult to undertake the important task of the 21st century, while for students to prepare historical drama, access t