高中课程改革以来，我国移动学习方式在高中历史教育教学中扮演着越来越重要的角色，但目前的移动学习研究中，集中于理论研究和载体研究，所以移动学习的研究受媒体更迭的影响过大，缺少历史教学的成熟案例和教育教学绩效的有效评价。本研究以贵州省实验中学的历史教学为例，基于移动教学理论的信息化教学问题，搭建移动自主学堂，并进行课堂教学和假期实践，以此探索符合历史学科特点的移动教学方案，促进课堂教学和课外教学的融合，促进历史学科能力的培养。

通过文献研究、调查问卷和课堂观察的研究方法，优化移动自主学堂的实施方案，对教学案例进行绩效评估，采访师生对移动自主学堂的看法。结果显示，信息化水平高、学生活动自主性强的教学案例获得了更高的课堂评价和教学绩效，假期自主学习支持系统得到了更高的效果反馈。在移动学习多种模式下，学生对移动自主学堂的认可度较高。

本文围绕提高学生自主学习能力的目标，充分利用移动教学的优势，进行了移动自主学堂的具体实践，总结了实际问题，探讨了实施的建设思路，旨在实现“教”与“学”的同步发展，促使学生由“被动学习”向“主动学习”转变，全面提高教学效果。

In the era of high school curriculum reform, the role of mobile learning methods in Chinese high school history education has become increasingly significant. However, current research on mobile learning predominantly focuses on theoretical and technical aspects. Consequently, it is heavily influenced by the rapidly evolving media landscape, and the field lacks mature historical teaching cases and effective teaching performance evaluation.

This study, using the history education at the Experimental High School of GuiZhou as a case study, addresses the information-based challenges of mobile teaching theory. It introduces the concept of a "mobile self-learning classroom" through classroom instruction and vacation practices. The aim is to develop mobile teaching approaches tailored to the distinctive features of history disciplines, fostering the fusion of in-class and extracurricular learning, and enhancing students' proficiency in historical subjects.

Utilizing a research methodology involving literature review, questionnaire surveys, and classroom observations, the study optimizes the implementation of mobile self-learning classrooms, evaluates teaching cases, and gauges the perspectives of both educators and students on this innovative approach. The results underscore the advantages of high-information teaching cases with robust student engagement, earning higher classroom evaluations and superior teaching performance. Moreover, the holiday independent learning support system garners positive feedback.

Within the diverse landscape of mobile learning, students express a high degree of approval for the mobile self-learning classroom. With a focus on enhancing students' autonomous learning capabilities, this study leverages the potential of mobile teaching to realize synchronized development between teaching and learning. This transformative shift aims to encourage students to transition from "passive learning" to "active learning," ultimately elevating overall teaching efficacy.