历史阅读能力是高中生必须具备的历史学科能力之一，良好的历史阅读能力对高中生的历史学习乃至大学的学习，甚至整个人生的发展都有重要的意义。本文首先对高中生历史阅读能力的特点进行阐述，认为高中生历史阅读能力具有阅读材料的呈现形式相对简单，阅读目的单一等特点；对高中生的历史阅读能力的内涵进行界定，认为历史阅读能力由认读能力、理解能力两个子能力构成；从学生的知识结构、阅读的技法与策略和心理因素等三个方面阐述影响高中生历史阅读能力的因素。笔者通过问卷调查发现高中生的历史阅读能力及其培养存在着许多问题，这些问题主要包括学生的阅读兴趣不高，阅读能力普遍较差，历史教师普遍没有对学生的阅读行为进行有效的指导等等。通过对学生的历史阅读能力测试结果的分析，发现高中生在获取信息、对材料进行归纳与概括等方面的能力上存在明显的问题；发现造成高中生历史阅读能力较差的原因，包括逻辑推理能力差、历史基础知识薄弱、语文基本能力差和元认知能力差等四个因素。笔者针对高中生历史阅读能力及其培养现状存在的问题的成因，结合自己的教学实践和经验，提出了五个提升高中生历史阅读能力的策略。这五个策略分别为：（1）历史教师必须认识到高中生历史阅读能力及其培养的重要性。（2）注重其他学科知识、能力的迁移。（3）重视对学生历史阅读的元认知能力的培养。（4）重视对学生进行写的训练。（5）提高历史教师自身的阅读素养以促进历史阅读教学。

The ability of history reading is one of the abilities that senior high school students are required to possess. A good history reading ability plays a significant role in the history study and in students’ development throughout their life.The thesis clarifies the feature of high school students’ history reading ability. As for the high school history reading, the researcher finds that the presentation forms of history reading materials are relatively simple and the reading goal is single. The researcher makes a definition of history reading ability and holds the view that history reading ability consists of reading ability and comprehension ability. The thesis explains the factors that may influence senior high school students’ reading ability from three aspects, namely students’ structure of knowledge, reading skills and strategies, and the psychological factors.Through questionnaire and interview, the researcher discovers three main problems existing in senior high school students’ history reading ability and its development. First, students show little interest in reading. Second, they are weak in reading history materials. Third, the history teachers fail to instruct students how to read history materials effectively. By analyzing the test results about the students’ reading ability, the researcher finds that some students have a poor ability in obtaining information from reading materials and summarizing reading materials. The reasons why students are weak in history reading include poor logical ability, little basic history knowledge, shortage of Chinese reading ability and weak meta-cognitive capability. After knowing the problems and causes existing in senior high school students’ history reading ability, the researcher puts forward five strategies from the past teaching experience. The five strategies are as follows. First, the history teachers are required to realize the significance of improving students’ history reading ability. Second, the thesis lays emphasis on the transference of the knowledge and abilities of other subjects. Third, the researcher strives to cultivate students’ meta-cognitive capability. Moreover, the researcher pays more attention to training students’ writing ability. Last, the thesis points out the approaches to improving the history teachers’ reading ability and habits.