数智时代中学历史教学的变革挑战：教师角色重构与能力提升路径

The Challenge of Reform in Middle School History Teaching in the Digital Age: Teacher Role Restructuring and Ability Enhancement Path

摘要: 当前新一代人工智能技术正在快速改变教育生态，中学历史教学要从一般“数字化”走向真正的“数智化”。文章在界定数智时代内涵和特征的基础上，从教学实际出发，分析中学历史教师的新定位，即学生深度学习的引导者、数智技术协作者、全过程素养评价者、伦理价值的维护者以及数字素养的学习者。针对角色转变的需要，试提出五条可行的能力提升建议，即基于学科特色，树立数智融合意识；立足课堂实践，循序渐进试点应用；发挥骨干引领作用，建立帮扶机制；增强信息甄别能力和理性规范使用意识；坚持课后反思以持续优化教学。研究认为，数智时代的中学历史教师既要坚守历史学科人文底色，也须善用数智技术推动教学，着力培养学生的历史核心素养和高阶思辨能力，真正完成立德树人的职责使命。

Abstract: The current new generation of artificial intelligence technology is rapidly changing the education ecosystem, and middle school history teaching needs to move from general “digitalization” to true “digitization”. On the basis of defining the connotation and characteristics of the digital age, this article analyzes the new positioning of middle school history teachers from the perspective of teaching practice, namely, guides for students’ deep learning, collaborators in digital technology, evaluators of the entire process literacy, maintainers of ethical values, and learners of digital literacy. In response to the need for role transformation, five feasible suggestions for improving abilities are proposed, namely, reforming educational concepts and establishing a consciousness of integrating mathematics and intelligence; based on classroom practice, gradually piloting applications; giving full play to the leading role of the backbone and establishing a support mechanism; enhancing the ability to discern information and the awareness of rational and standardized use; persisting in post class reflection to continuously optimize teaching. Research suggests that middle school history teachers in the era of digital intelligence should not only adhere to the humanistic background of history, but also make good use of digital technology to promote teaching, focus on cultivating students’ core historical literacy and high-level critical thinking ability, and truly fulfill their duty and mission of cultivating morality and educating people.