新课程改革不断指导和推动中学历史教学深入发展，历史学科五大核心素养的提出对学生的历史认知和思维能力的培养意义重大，其中历史解释素养作为学科素养的核心和关键，对其的培养成为广大一线教师和历史教学研究者的重点探讨的议题，也有了很多研究成果，但是历史解释素养的培养研究是一个长期的过程，在实际的教学中历史解释素养的培养还有一些问题有待改进，如学生单一的思考方式导致对历史解读不全面、部分教师课堂设计融入历史解释素养的意识不足等问题突出，教师也只有通过不断的提升教学能力、关注研究成果才能对历史解释素养的培养产生更加深刻的理解和认识。因此本文针对现存问题进行问题诱因的分析，并结合统编版高中历史教材从教师的教学方式、学生的学习习惯等方面提出一些促进历史解释素养培养的策略和建议。

The new curriculum reform continues to guide and promote the in-depth development of middle school history teaching. The proposed five core qualities of history discipline are of great significance to the cultivation of students' historical cognition and thinking ability. As the core and key of the discipline quality, the cultivation of historical interpretive literacy has become the focus of the majority of front-line teachers and history teaching researchers, and there have been many research results. However, the cultivation of historical explanatory literacy is a long-term process, and there are still some problems to be improved in the actual teaching. For example, students' single way of thinking leads to incomplete historical interpretation, and some teachers' insufficient awareness of integrating historical explanatory literacy into classroom design are prominent problems. Only by constantly improving teaching ability and paying attention to research results can teachers have a deeper understanding and recognition of the cultivation of historical interpretation literacy. Therefore, this paper analyzes the causes of existing problems, and puts forward some strategies and suggestions to promote the cultivation of historical interpretation literacy from the aspects of teachers' teaching methods and students' learning habits combined with the unified edition of high school history textbooks.