高中历史中家国情怀教育具有重要地位，《普通高中历史课程标准（2017年版）》中“家国情怀”是历史学科五大核心素养之价值观塑造，这是对新时代历史教育更高层次的要求。本文将“家国情怀”与高中历史实践教育相结合，以宁夏银川一中为研究案例，以理论指导实践，用实践充实理论，形成以历史课堂教学为主渠道、历史类主题课外实践活动为辅助、乡土资源型校本课程为特色的三大类落实路径，探究家国情怀在不同的历史阶段不同的国家地区的不同内涵，应采取不同的落实路径。

从奴隶制早期国家产生到春秋战国民族融合初步出现“家”，“国”，“民族”这样的概念.西周的宗法制和分封制是其真正意义上最初制度之源，他将“血缘——文化——政治共同体”这种模式延续下去，形成影响“家国一体”，“家国同构”的中国古代社会政治情缘。家和国两个主题从此密不可分，国是家的延伸，家是国的构成。在封建社会的更迭变化中,逐步形成统一的多民族国家,华夏民族也逐步壮大.

中国近代史是家国情怀的重要彰显阶段，在反侵略、求民主的历程中家国情怀培育发扬，也被赋予新的含义，首先在政治主体上从“王朝认同”到“民族国家”认同的转变，国家的范围在扩大.这也带动着大众身份由“臣民”向“公民”转变，中国逐步纳入世界话语体系,世界意识的逐渐产生.乡土资源型校本课程《小学校，大社会——从银川一中发展看历史百年变迁》通过学习银川一中百年变迁感知近现代社会变迁，树立家国一体的概念.

中国现当代史中家国情怀成为一种精神归属.“中国梦”是一种以爱国主义为核心的民族精神的体现.注重家风的传承,和谐社会的构建.具有人类命运共同体的意识.通过“诵读抗战家书，缅怀革命英烈”让家书这类一手史料发挥价值，通过历史手抄报展示宁夏历史变迁，感受宁夏小家庭在大中国发展的带动下与时俱进变化；以世界文化遗产之走进宁夏生成课堂教学.

最后结语部分先总结中国和外国在家国情怀教育上的不同特点。世界史在高中部分设计内容较少，侧重分析两部分内容。一是近代民族国家的形成对西方近代史的推动及影响，二是感悟中外不同类型的家国情怀，西方更注重企业和政府，中国更注重民族国家与家庭；其次总结家国情怀教育落实的三大路径的特点；最后形成反思，从理论上总结如何运用多种方式润物细无声地将家国情怀教育渗透高中历史教育中。

In the history discipline of senior high school, the education of national sentiment occupies an important position. According to the History Curriculum Standard in General Senior Middle Schools (Edition in 2017), "national sentiment" are the values shaping of the five core qualities of history discipline, which is a higher level requirement for the history education in the new era. Taking a case research of No.1 Middle School in Yin chuan City, Ning xia Hui Autonomous Region, this paper combines the "national sentiment" with the high school history practice education. Simultaneously, it will guide practice with theory and enrich theory with practice to form three types of implementation paths, including taking the classroom teaching of history as the main channel, extracurricular activities with historical themes as the auxiliary, and school-based curriculum of local resource as the characteristics, combining with the author’s history teaching practice to explore the different national sentiments in different countries and regions at different historical stages and the different implementation of paths.

The ancient history of China is the origin of the national sentiment. The patriarchal clan system and the system of enfeoffment in the Western Zhou Dynasty began to form the cultural identity of the Same Structure of the Clan and Country and Organic Whole of Family and State in the traditional Chinese culture. In the feudal society, the national spirit of "self-cultivation, family management, state governing, and world ruling" was inherited and carried forward. In this stage, taking the teaching design of the Rules of Liao, Xia, Jin and Yuan as a case study, this paper analyzes the implementation of paths in classroom teaching. And organize students' practical activities "Family History Essay Writing Contest" to explore the history of their own small family, inspiring the students’ belief of loving their small family and perfecting the country from the family history of ancestors’ hard struggle, contribution to the country and the support of frontier Ning xia, etc.

The modern history of China is a vital stage of manifesting the national sentiments. In the struggle of anti-aggression and seeking democracy, the national sentiments are cultivated and carried forward. Some people who possesses lofty ideals are willing to devote and sacrifice their lives to the reunification of new China. "National sentiment" has also endowed a novel significance, from "dynasty identity" to "national state identity”, from "subjects" to "citizens". With the gradual advent of world consciousness, national state consciousness has gradually increased too. The implementation path of this stage is to combine the extracurricular theme activities of history with classroom teaching. Through the theme activity "Reading the Letters from Home during the War of Resistance against Japan and Remembering the Revolutionary Heroes", the first-hand historical materials like the letters from home will play a value. So that students acquire the patriotic sentiments in those letters of the heroes and the national spirit of "give up the small family to serve the people"; the theme teaching design of " the War of Resistance against Japan and National Southwestern Associated University" enlightens the teaching of history in high school in a micro way to reveal the macro sentiments; how the digital museums in Internet plus education mode to implement the education of national sentiments more directly and concretely.

In the modern and contemporary history of China, the national sentiment has become a type of spiritual belonging. The "Chinese dream" is the expression of citizens' high sense of identity, belonging, responsibility and mission in the new era. Simultaneously, the national sentiment should have the vision to conform to the trend of economic globalization and political multi-polarization in politic. This part takes the local resource-oriented and school-based curriculum as the main clue, and feels the close connection between individual, family, society and history through the student activity inquiry course called "small school, big society - the change of Yinchuan No.1 Middle School"; displays the historical change of Ning xia through the historical manuscript, and feels the change of Ningxia small family with the development of Greater China; teachers cooperate to complete the school-based curriculum of local resources, which endows the education of national sentiments with a real sense and returns to life. Ultimately, guide the students to establish a global vision of building a community of human destiny, and help the development of home and country with the world cultural heritage into Ningxia to generate classroom teaching,

The last part summarizes the different characteristics of national sentiment education between China and foreign countries. The content of world history designed in high school is less, focusing on the analysis of two parts. First, the formation of modern nation-state has promoted and influenced the modern history of the West. Second, the West pays more attention to enterprises and governments, while China emphasizes on nation-state and family. Second, it summarizes the characteristics of the three major paths of the implementation of the education of national sentiment. Finally, it forms a reflection and summarizes how to use various ways to moisten things and silently infiltrate the education of national sentiment into the history education of senior high school theoretically.