“ 四合” 为径：中职历史“ 历史解释” 素养培育的实践探究
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甘雨
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杭州市闲林职业高级中学，浙江杭州，311122
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摘要：随着中等职业学校历史课程标准的颁布，“历史解释”作为核心素养的重要地位日益凸显。然而，当前中职历史教学普遍存在学生史实认知碎片化、解释能力浅表化等问题。本文聚焦于“历史解释”素养的培育，针对中职学情特点，提出并构建了以“教材整合、学科糅合、多维融合、思论结合”为核心的“四合”教学实践范式。通过对教材内容的深度重构、跨学科资源的有机渗透、多维视角的立体审视以及思辨论证的深度结合，探索出一条适合中职学生的历史解释素养生成路径。实践证明，该范式能有效激发学生的探究兴趣，打破传统教学的刻板模式，显著提升学生发现问题、分析因果及客观评判历史的能力，具有重要的实践价值与推广意义。
关健词：中职历史；历史解释；核心素养；“四合”范式；教学实践 |
"Four Integrations" as the Path: A Practical Exploration of Cultivating the Competency of "Historical Interpretation" in Secondary Vocational History Education
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Yu Gan
Hangzhou Xianlin Vocational High School,Hangzhou Zhejiang 311122,China
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Abstract：With the promulgation of the history curriculum standards for secondary vocational schools, the importance of "historical interpretation" as a core competency has become increasingly prominent. However, current history teaching in secondary vocational schools often faces issues such as students' fragmented understanding of historical facts and superficial interpretative abilities. Focusing on the cultivation of the "historical interpretation" competency, this paper proposes and constructs a teaching practice paradigm centered on "Four Integrations"—integration of teaching materials, integration of disciplines, integration of multiple dimensions, and integration of critical thinking and argumentation—tailored to the characteristics of secondary vocational students. Through in-depth reconstruction of textbook content, organic integration of interdisciplinary resources, multi-dimensional perspectives, and the deep combination of critical thinking and argumentation, this paper explores a pathway suitable for fostering historical interpretation competency among secondary vocational students. Practice has shown that this paradigm effectively stimulates students' interest in inquiry, breaks the rigid patterns of traditional teaching, and significantly enhances their abilities to identify problems, analyze causality, and evaluate history objectively, demonstrating significant practical value and potential for broader application.
Keywords : secondary vocational history; historical interpretation; core competency; Four Integrations paradigm; teaching practice
参考文献
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