随着新课程改革的不断推进，“家国情怀”素养逐渐成为高中历史课程的重要目标，成为其他素养最终的价值追求，在五大核心素养中具有非常重要甚至核心的地位。因此落实“家国情怀”素养的培养不仅是践行中学历史学科立德树人目标的要求，也是促进高中历史教学发展的必由之路。 本文从高中历史教学的实际和需要出发，首先对新旧版课程标准、新旧版教材和近4年的高考题进行了分析，同时对历史教师和学生进行了当前“家国情怀”培养现状的调查研究，发现高中师生对“家国情怀”的了解、重视程度与课标、教材、高考的要求差距较大。这一方面是因为高中师生还没有认识到“家国情怀”素养在教学、高考和学生发展中的重要作用，另一方面是当前高中教学中还没有形成培养“家国情怀”较为可行、有效、系统的策略。 为此，本文在对师生调查访谈的基础上，根据课标要求、教材内容、学生特点进行“家国情怀”素养培养的策略探究实践，并依据师生对策略实践的反馈意见进行反思和修改，最终提出了具体的培养策略，即1.以课堂教学为主阵地，充分利用主题式教学方式；2.以“学生主体、教师引领”的思路开展多种学生探究活动；3.依托学生活动，开发乡土资源；4.教师不断学习，做好学生的引导者；5.完善教学评价体系，增强学生动力。 “家国情怀”素养的培养是一个长期而细致的过程，期望本文的研究能为高中历史教师提供一定的启发和帮助。

With the continuous advancement of the new curriculum reform, the "home country feelings" literacy has gradually become an important goal of the high school history curriculum. Therefore, the implementation of the cultivation of "home country feelings" literacy is not only the requirement to practice the goal of the history of high school history, but also the only way to promote the development of high school history teaching. This paper first analyzes the new and old curriculum standards, the new and old textbooks and the college entrance examination questions in the past four years, and at the same time investigates the status quo of the current "home country feelings" training for history teachers and students. The study found that the high school teachers and students have a great gap between the understanding and attention of the "family feelings" and the requirements of the curriculum standards, teaching materials and college entrance examinations. On one hand, this is because high school teachers and students have not yet realized the important role of "home country feelings" in teaching, college entrance examination and student development. On the other hand, we haven’t formed a more effective, systematic strategy in cultivating "home country feelings" in high school teaching. To this end, based on the survey and interview of teachers and students, this paper carries out the strategy of “home and country feelings” literacy training based on the requirements of the curriculum standards, the content of the teaching materials and the characteristics of students, and reflects on the feedback from teachers and students’ modification on strategic practice, and finally put forward a specific training strategy. Namely, 1. Taking classroom teaching as the main position and making full use of the theme-based teaching method; 2. Carrying out various student inquiry activities with the idea of “student main body and teacher leading”; 3. Relying on students Activities, development of local resources; 4. Teachers continue to learn, do a good job as a student guide; 5. Improve the teaching evaluation system and enhance student motivation. The cultivation of "home country feelings" literacy is a long-term and meticulous process. It is hoped that the research in this paper can provide some inspiration and help for high school history teachers.