在我国中学历史教学改革不断深化的背景下，中学历史教学应当顺应素质教育的要求。课堂讲授是中学历史教学的主要方式，其在课堂教学改革中的重要性也是不言而喻的。本文作者借助历史哲学中关于历史叙述的相关知识对中学历史课本进行解读，同时依据历史学科要求下的问题意识对课堂教学的模式进行分析。从而，探索如何在课堂讲授中尊重学生的主体地位，培养学生的历史理解能力并落实学科素养的要求。 通过笔者所设计的《关于高中生在历史学习中的思维能力和心理状态的问卷调查》，对甘肃省白银市6所高中的部分中学生进行随机的问卷调查，在了解到比较可靠的实际数据的基础之上对其进行分析。与此同时，笔者借助历史哲学的相关概念并对比分析了美国中学历史教材的相关叙述借以审视我国中学教材叙述语言的典型特征。以此为出发点，对中学历史教学中“如何提问”进行探索实践，为中学历史教学的改革提供宝贵的借鉴经验。这有助于我们适应课程改革的新要求，切实有效的落实历史学科的核心素养。 本文总共分为五个部分，第一部分为绪论，主要介绍历史理解，问题意识等相关概念的内涵及其研究状况。在综述前人研究思路的基础之上设计自己的研究思路与方法，阐明文章的创新之处及研究价值。第二部分为基于问卷调查和访谈的高中生历史理解能力的现状描述。在这一部分主要从实际教学对象出发了解中学生历史理解能力的现状，分析其中存在的问题为进一步的研究提供现实依据。从而使本问的结论能够对教学实践有一点点的指导价值。第三部分以西方历史哲学概念下对分析的历史以及叙述的历史的关系入手，分析中学历史教科书的语言特点。并结合历史学的学科知识的特征寻找设置问题的突破口。文章的第四部分详细阐述问题意识与历史理解的关系，以及如何设计问题和培养学生问题意识等一系列操作性的原则。第五部分为文章的结论与反思，对文章初步形成的结论加以总结并反思本问的不足之处。为进一步的研究提供思路。

In China, against the backdrop of the deepening of the history teaching reform in high schools, history teaching should be in keeping with quality education. Classroom teaching is the main method of history teaching in high school, so the importance of its reform is clear. In this paper, the author analyzes history textbooks in high schools according to relevant knowledge about history described in historical philosophy, as well as exploits classroom teaching models according to problem consciousness under history subject to figure out the way to respect the subject status of students in classroom teaching, cultivate students' historical understanding ability and implement the requirements of subject accomplishment. With the “Questionnaire on the thinking ability and psychological state of high school students in historical learning” designed by the author, he investigates parts of the high school students of 6 high schools in Baiyin City, Gansu Province and analyzes them basing on the relatively reliable real data. Meanwhile, the author also compares and analyzes relevant narratives about history textbooks in American high schools according to relevant concepts of historical philosophy to evaluate on typical characteristics of narrative language in Chinese textbooks. Taking this as a starting point, the author exploits “the way to ask questions” in the history teaching of high schools to provide valuable reference experience for history teaching reform in high schools. This is helpful for us to adapt to the new requirements of curriculum reform, effectively implementing key competences of the history subject. This paper is divided into five parts. In the first part, which is the introduction, the author mainly introduces the concept of historical understanding and problem consciousness and their research status. He makes a summary of previous researches, based on which, his own ideas and methods are worked out. The author also clarifies where has been innovated and what is the value of the research. In the second part, the author describes the present situation of high school students' historical understanding ability according to questionnaires and interviews. Targeting at the real teaching objects, the author know about the current situation of high students' historical understanding ability and analyzes the existing problems to provide real evidences for further research. Therefore, the answer will be of little bit guiding value to teaching practice. In the third part, from the links between previous historical analysis and historical narration under western historical philosophy, the author analyzes how to find the breakthrough when designing a question combining the linguistic features of history textbooks in high schools and the subject knowledge of history. In the fourth part, the author elaborates on the relationship between problem consciousness and historical understanding, as well as a series of operational principles like the way to design questions and cultivate students' problem consciousness and so on. In the fifth part, the author makes a conclusion and reflects on the paper. By summarizing the initial conclusion and reflecting on the shortcomings of the question, the author provides thinking for further research.