The stratified cultivation strategy of "Patriotic Sentiment" literacy in middle school history: a closed-loop design from classroom instruction to social practice
中学历史“家国情怀”素养的分层培养策略——从课堂讲授到社会实践的闭环设计

摘要

家国情怀是历史学科的核心素养之一，也是培养青少年爱国情感、责任担当的重要途径。作为一名历史教育专业的大学生，在学习和见习过程中，我发现当前中学历史家国情怀教育存在目标不清晰、不同学段教学衔接不畅、学生“学”与“做”脱节等问题。本文结合《义务教育历史课程标准（2022年版）》和《普通高中历史课程标准（2017年版2020年修订）》的基本要求，参考学生不同年龄段的认知特点，尝试构建“按学段分层设定目标—课堂教学打基础—社会实践练能力—多元评价促提升”的培养体系，希望能为中学历史老师开展家国情怀教育提供简单实用的思路，让家国情怀真正走进学生心里、落实到行动中。

Abstract

The sentiment of family and country is one of the core qualities in the discipline of history and also an important way to cultivate patriotic feelings and a sense of responsibility among teenagers. As a college student majoring in history education, during my study and internship, I have found that the current education on patriotism and family sentiments in middle school history has problems such as unclear goals, poor connection between teaching at different educational stages, and disconnection between students' "learning" and "doing". This article, in combination with the basic requirements of the "Compulsory Education History Curriculum Standards (2022 Edition)" and the "General Senior High School History Curriculum Standards (2017 Edition, Revised in 2020)", and taking into account the cognitive characteristics of students of different age groups, We attempt to establish a training system that "sets goals at different levels by educational stage - lays a foundation through classroom teaching - exercises abilities through social practice - promotes improvement through diverse evaluations", hoping to provide simple and practical ideas for middle school history teachers to carry out education on patriotism and love for the country, so that patriotism and love for the country can truly enter students' hearts and be implemented in their actions.