随着《义务教育历史课程标准（2022年版）》的施行，初中历史课程目标由三维目标变成了学科核心素养。为了更好的培育核心素养，课标建议教师以问题为引领展开教学，而且设置的问题要形成递进性的问题链。但通过问卷调查、个别访谈和课堂观察发现：大部分初中历史教师的专业素养与功力不足，以致设计出的历史问题链缺乏开放性及创新性，且实施时难以取得良好效果。而现有研究中，和初中历史课堂教学问题链设计直接相关且内容全面的文章较少。因此，需要通过教学研究，详细地介绍初中历史课堂教学中的问题链设计概况，并针对现存问题提供优化方法。

本文在分析、整理相关文献的基础上，对历史问题链的相关概念进行了定义；将历史问题链分为两类，并介绍了各自的特征及适用范围；也提出了历史问题链设计需要遵循的四项原则；还从三个方面概括了问题链设计的功能。这部分内容能够为初中历史教师提供理论指导，帮助他们详尽了解历史问题链设计。

在充分了解历史问题链设计的基础之上，本文又从提高教师专业素养、在研读课标与教科书的基础上进行创新、从深度和广度上提高问题链的开放程度三个方面，详述了优化历史问题链设计的方法，并辅之以案例说明。这部分内容能够为初中历史教师提供实践参考，用以提升问题链设计的质量。

最后，本文通过一个完整的课例集中展示了上述历史问题链设计的优化方法，验证了其可行性。

Junior high school historical curriculum target has changed from three-dimensional target to the core literacy of the discipline since the 2022 edition of the was promulgated.In order to cultivate core literacy better, the standards suggest teachers use problems as a leading teaching. And problems should form a progressive problem chain. However, the questionnaire survey, individual interviews, and class observations found that most of the junior high school historical teachers have insufficient professionalism and skills, which has led to lack of openness and innovation in the historical problem chain they designed, and it is difficult to achieve good results when implementing.In existing research, there are fewer articles related to the design of the problem chain of the junior high school history classroom teaching, and they’re not comprehensive. Therefore, it is necessary to introduce the overview of the problem chain design of the junior high school history classroom teaching through the research. And provide optimization methods for existing problems.

Based on the analysis and sorting related literature, this article define the relevant concepts of the historical problem chain design. Divides the historical problem chain into two categories, and introduces their own characteristics and scope of applications. This article also puts forward four principles that need to be followed by the historical problem chain design. And summarizes the function of the problem chain from the three aspects. This part can provide theoretical guidance for junior high school historical teachers and help them understand the problem chain design in detail.

Based on the full understanding of historical problem chain design, this article described the method of optimizing historical problem chain design from three aspects, which included improve teachers' professionalism, innovate on the basis of studying curriculum standards and textbooks, increase the openness of the problem chain from depth and breadth. And this article provides many cases to explain this methods. This part can provide practical reference for junior high school historical teachers, and improve the quality of the problem chain design.

Finally, this article displayed the optimization through a complete class example for verify its feasibility.