课程目标是课程领域的核心概念，反映了国家和社会对于课程的总体要求，承载着对于课程发展方向和发展前景的展望。在课程实施中，课程目标发挥着引领性的作用，指导着课程的编制、教学、评价各个环节。新中国成立以来，我国中学课程领域中先后提出了“双基”教学目标、“三维目标”和“学科核心素养”目标。课程目标演进的过程，反映了新中国课程体系建立发展的轨迹。本文以历史课程为着眼点，考察不同时期的中学课程目标及其在历史课程教学实践中的表现，结合具体的历史条件分析中学课程目标演变的进程与经验。

各个历史时期课程目标的制定、落实、反思与调整环环相扣，其发展演变过程可以具体划分为四个阶段。

1949至1977年，新中国成立后“双基”教学目标提出并实施。在新中国成立初期教育基础薄弱的背景下，强调知识成为党和政府对于中学教育的要求。中学课程强调基础知识和基本技能的教学，注重知识和技能的基础性和全面性，旨在为学生升学和工作打下基础。伴随着社会主义建设的需要，党和政府提出教育为无产阶级服务、教育与生产劳动相结合的方针。这一时期中学历史课程在“双基”教学目标的基础上，强调在马克思列宁主义的指导下正确地认识和分析历史，随着党和国家的政策调整基础知识和基本技能教学与劳动教育、政治教育的关系。

1978至1998年，改革开放后“双基”教学目标重建并发展。“文化大革命”结束后教育领域面临着人才青黄不接、知识匮乏的严重问题，“双基”教学目标的地位和价值重新受到重视。进入新时期，科学技术和人才的重要性日益突出，“双基”教学融入了培养学生的智力、能力的新要求。中学历史课程教学实践中，强调“双基”的基础上注重启发学生思维、培养学生能力。“双基”教学目标在实践中有效提高教学质量，同时也暴露出“应试教育”等弊端，不利于实现学生全面发展的目标。

1999至2012年，世纪之交“三维目标”提出并落实。20世纪末国际范围内迎来科技革命、知识经济时代等社会变革，实施素质教育成为教育发展的新风向。“三维目标”应运而生，从“知识与技能、过程与方法、情感态度与价值观”三个维度，强调引导学生学会学习、学会做人。中学历史课程秉承“合作、自主、探究”的课改理念，以转变学生的学习方式为核心任务,但由于认识与实践中出现的偏差，未能彻底扭转中学教育教学中的错误倾向。

2012年至今，“学科核心素养”目标提出并落实。党的十八大以来，在“立德树人”根本任务和“中国学生发展核心素养”研制的基础上，“学科核心素养”目标成为了新时代中学课程改革的新旗帜。关注课程育人的本质要求，具体而层次分明地界定各科课程育人的总体目标，教学中追求高质量、深层次的学习，旨在深入更好地促进人的全面发展、终身发展，更好地适应社会主义现代化建设的新形势。指向“学科核心素养”培养的中学历史课程体系初步建立，在教材编制与教学实践中都得到了高度重视和广泛应用，“深度学习”教学改进项目的实施推动着历史学习从知识学习深入走向能力和思维的培养与开发。核心素养目标的落实，需要从理论研究与教学实践的互动、教学方式的不断改进、教学评一体化等方面积蓄力量，深入发展。

当代中国七十余年来，中学课程目标的演变反映了不同时期党和国家对于中学课程的要求。中学课程目标随着时代进步不断调整，适应了不同时期国家发展、社会发展以及个人发展的需要。不同时期的课程目标都立足于社会历史的发展状况，吸收既往教育教学中的经验教训，体现出继承与发展的关系。中学课程目标的发展演变，反映了具有中国特色的中学课程目标体系在不断的探索与创新中逐步形成。

Curriculum objectives are the core concept in the field of curriculum, reflecting the overall requirements of the country and society for the curriculum, and carrying the outlook for the direction and prospects of curriculum development. In the implementation of the curriculum, the curriculum objectives play a leading role, guiding the development, teaching and evaluation of curriculum. Since the establishment of the People's Republic of China, three curriculum goals have been established in the field of secondary school curriculum, namely "Fundamental knowledge and Basic Skills" objectives, "3-dimensional objectives", and "subject core competences" objectives. The process of evolving curriculum objectives reflects the trajectory of the establishment and development of China curriculum system. This article focuses on the history curriculum, examines the curriculum goals of secondary schools in different periods and their performance in history curriculum teaching practice, and then analyzes the evolution process and experience of secondary school curriculum objectives based on specific historical conditions.

The formulation, implementation, reflection, and adjustment of curriculum objectives in various historical periods are interrelated, and their development and evolution process can be specifically divided into four stages.

From 1949 to 1977, after the founding of the People's Republic of China, "Fundamental knowledge and Basic Skills" objectives was proposed and implemented. Against the background of the weak educational foundation in the early years of the founding of China, secondary school curriculum emphasized fundamental knowledge and basic Skills, thinking highly of the foundational and comprehensive nature of knowledge and skills, aiming to lay the foundation for students' further education and work. With the need for socialist construction, the Party and government have proposed the policy of education serving the proletariat and combining education with productive labor. On the basis of the "Fundamental knowledge and Basic Skills" objectives, secondary school history curriculum Emphasized the correct understanding and analysis of history under the guidance of Marxism Leninism. It continuously adjusted the relationship between fundamental knowledge and basic skills, labor education, and political education.

From 1978 to 1998, after the reform and opening-up, the "Fundamental knowledge and Basic Skills" objectives was rebuilt and developed. After the end of the Cultural Revolution, there were serious problems in the field of education, such as a shortage of talent and knowledge. The status and value of "Fundamental knowledge and Basic Skills" objectives were re-emphasized and further developed. In the new era, the importance of science, technology, and talent has become increasingly prominent, and the teaching under "Fundamental knowledge and Basic Skills" objectives has integrated the new points of cultivating students' intelligence and abilities. In the teaching practice of secondary school history courses, emphasis is placed on inspiring students' thinking and cultivating their abilities on the basis of emphasizing the fundamental knowledge and basic skills. The " Fundamental knowledge and Basic Skills" objectives effectively improved teaching quality in practice, but also exposed drawbacks such as "examination-oriented education", gradually deviated from the goal of achieving students' well-rounded development.

From 1999 to 2012, the "3-dimensional objectives" was proposed and implemented at the turn of the century. At the end of the 20th century, the international community ushered in social changes such as the technological revolution and the era of knowledge economy, and the implementation of quality education became a new trend in the development of education. "3-dimensional objectives" have emerged, with "knowledge and skills, processes and methods, emotional attitudes and values" as the dimensions. "3-dimensional objectives" emphasizes the guidance of students to learn how to learn and how to be a person. The secondary school history curriculum adheres to the curriculum reform concept of "cooperation, autonomy, and exploration", with the core task of transforming students' learning methods. However, due to deviations in understanding and practice, the erroneous tendencies in secondary school teaching have not been completely reversed.

Since 2012, "subject core competences" objectives have been put forward and implemented. Since the 18th National Congress of the Communist Party of China, based on the fundamental task of " foster virtue through education " and the development of "core competences for Chinese students", the goal of "subject core competences" objectives has become the banner of secondary school curriculum in the new era. Pay attention to the essential requirements of curriculum education, clearly define the overall goals of each subject curriculum education, and pursue high-quality and in-depth learning in teaching, aiming to promote comprehensive and lifelong development of people in depth and better, and better adapt to the new situation of socialist modernization construction. The preliminary establishment of secondary school history curriculum system aimed at cultivating "core competencies of the subject" , has been highly valued and widely applied in textbook development and teaching practice. The implementation of the "deep learning" teaching improvement project is driving history learning from knowledge learning to the cultivation and development of abilities and thinking. The implementation of "subject core competences" objectives requires the interaction between theoretical research and teaching practice, continuous improvement of teaching methods, and integration of teaching, learning and evaluation . Ultimately, accumulate strength and deepen development.

Over the past 70 years in contemporary China, the evolution of secondary school curriculum goals has reflected the requirements of The CPC and China for secondary school curriculum at different times. The curriculum goals of secondary school have been constantly adjusted with the progress of the times, adapting to the needs of national development, social development, and personal development in different periods. The curriculum objectives in different periods are based on the development of social history, absorb the experience and lessons from previous education and teaching, and reflect the relationship between inheritance and development. The development of secondary school curriculum objectives reflect the gradual formation of a curriculum goal system with Chinese characteristics through continuous exploration and innovation.