关键问题驱动下的历史解释核心素养的培养

The Cultivation of Core Competence in Historical Interpretation Driven by Key Questions

摘要: 针对当前部分历史教师课堂提问趋向形式化的现象，《义务教育历史课程标准(2022年版)》明确提出教师需设计关键问题，将关键问题的解决和学科素养的培养结合起来。初中历史“丝绸之路的开通与经营西域”一课的教学问题设计实践表明，教师在设计教学关键问题时，需依据课程标准和学生的具体情况，使问题具有开放性、思辨性、驱动性，以关键问题贯穿课程内容，让学生在解决关键问题的过程中，依据史料表达自己的观点，从而落实历史解释核心素养的培养要求。

Abstract: In response to the current phenomenon where some history teachers tend to make their classroom questions overly formal, the Compulsory Education History Curriculum Standards (2022 Edition) clearly states that teachers should design key questions and integrate the solution of these key questions with the cultivation of subject literacy. The teaching problem design practice for the “The Opening and Management of the Silk Road in the Western Regions” lesson in junior high school history shows that when designing key teaching questions, teachers need to base on the curriculum standards and the specific circumstances of students, making the questions open-ended, thought-provoking, and driving. Key questions should run through the course content, allowing students to express their own viewpoints based on historical materials during the process of solving key questions, thereby implementing the requirements for cultivating core literacy of historical interpretation.