中学历史课堂教学既要传授知识，更要注重培养学生核心素养。家国情怀是核心素养的最高价值导向。它在潜移默化中形成，且难以量化评价教学效果。本文基于在深圳梅园实验学校（人口输入地）和梅州五华中学（人口输出地）的历史教学实践，通过对比两所中学乡土历史教育的实际教学过程和效果，探察乡土历史教育与家国情怀素养培养之间的关联性，研究如何基于地方学情、乡土历史资源特色进行个性化课堂策略设计。[1] 

中学历史课堂教学既要传授知识，更要注重培养学生核心素养。家国情怀是核心素养的最高价值导向。它在潜移默化中形成，且难以量化评价教学效果。本文基于在深圳梅园实验学校（人口输入地）和梅州五华中学（人口输出地）的历史教学实践，通过对比两所中学乡土历史教育的实际教学过程和效果，探察乡土历史教育与家国情怀素养培养之间的关联性，研究如何基于地方学情、乡土历史资源特色进行个性化课堂策略设计。

The teaching of historical knowledge in middle school history classes should not only disseminate knowledge but also emphasize the cultivation of students' core competencies. Patriotic sentiment is the highest value orientation of core competencies. It develops subtly and is difficult to quantify the effectiveness of instruction. This article, based on the practice of teaching history at the Meiyuan Experimental School in Shenzhen (a site for population input) and the Wuhua Middle School in Meizhou (a site for population output), compares the actual teaching process and outcomes of local history education in these two schools, explores the correlation between local history education and the cultivation of patriotic sentiment competencies, and investigates how to design personalized classroom strategies based on local learning conditions and the unique features of local history resources.