新课程标准中历史学科提出五大核心素养，即唯物史观、时空观念、史料实证、历史解释和家国情怀。其中，“家国情怀”是历史学科五大核心素养中价值追求的目标，是学习和探究历史应具有的人文追求，体现了对国家富强、人民幸福的情感，以及对国家的高度认同感、归属感、责任感和使命感。“家国情怀”是认识历史和学习历史在思想、观念、情感、态度等方面的重要体现，是实现历史教育育人功能的重要标志。

“家国情怀”是中国优秀传统文化的基本内涵之一，是组成中华民族的基本根基与血缘纽带，凝聚着中华民族的精神信仰与价值追求,是中国人民强有力的精神支柱。我国地域幅员辽阔、海纳百川、民族众多、相互交融，当前国际与国内形势多变且复杂,高中生作为我国社会主义的未来接班人，是实现中华民族伟大复兴的重要力量，加强高中生的“家国情怀”的培育更为必不可缺。在高中阶段的历史教科书中，处处蕴含着“家国情怀”教育，这是实现“家国情怀”教育的最好途径。“家国情怀”的培育，不仅有利于促进民族团结和繁荣,更有利于学生身心健康的发展,培养学生的国家认同感与社会责任感。因此，深入理解“家国情怀”的内涵和意义，并对历史教学中的“家国情怀”做深入探究，以促进学生的历史核心素养的培养，对于提高历史教学的水平有重要意义。

本文分为四个部分，以此展开对高中历史教学中“家国情怀”核心素养的培育这一问题的探究。第一部分为绪论，介绍了本论题的选题依据、研究意义、研究现状及研究方法及创新之处；第二部分为对“家国情怀”教育的概述，解释了其起源内涵与价值意义；第三部分以新疆地区为例，调查了“家国情怀”教育历史课堂教学中的实践情况，分析了其实践过程中现存的问题；第四部分分析了在实际的历史教学课堂中实践“家国情怀”目标的培育策略，及在其过程之中所需注意的问题；第五部分为结语，对本文中所提到的观点做了总结与反思。

本文选题用意在于对“家国情怀”教育作解读，以新疆地区为例阐述了“家国情怀”这一核心素养在高中历史课堂教学中的培育价值与现实意义，得出“家国情怀”教育在高中历史教学中的实施策略及注意问题，就“家国情怀”教育在高中历史教学方法提出了一些见解。

In the new curriculum standards, the history discipline proposes five core qualities, namely, historical materialism, time and space concepts, historical evidence, historical interpretation, and family and country feelings. Among them, "family and country feelings" is the goal of value pursuit in the five core qualities of history, and is the humanistic pursuit of learning and exploring history. It reflects the feelings of the prosperity of the country and the happiness of the people, as well as a high sense of identity and belonging to the country. Sense of responsibility, sense of responsibility and mission. "Family and country feeling" is an important manifestation of learning history and understanding history in terms of thoughts, concepts, emotions, attitudes, etc. It is an important symbol of realizing the function of history education and education.

Family and country feelings" is one of the basic connotations of China's excellent traditional culture. It is the basic foundation and blood bond of the Chinese nation, embodies the spiritual beliefs and value pursuits of the Chinese nation, and is a powerful spiritual pillar of the Chinese people. my country has a vast territory, inclusive of all rivers, numerous ethnic groups, and mutual integration. The former international and domestic situations are changeable and complex. As the future successors of socialism in our country, high school students are an important force in realizing the great rejuvenation of the Chinese nation and strengthen the "home" of high school students. The cultivation of "national sentiments" is even more indispensable. In the high school history textbooks, there are everywhere in the education of "family and country sentiment", which is the best way to realize the education of "family and country sentiment". The cultivation of "family and country feelings" is not only conducive to promoting national unity and prosperity, but also conducive to the development of students' physical and mental health, and fostering students' sense of national identity and social responsibility. Therefore, a deep understanding of the connotation and meaning of "family and country feelings" and in-depth exploration of "family and country feelings" in history teaching to promote the cultivation of students' historical core literacy is of great significance for improving the level of history teaching.

This article is divided into four parts to explore the issue of the cultivation of the core literacy of "family and country feelings" in high school history teaching. The first part is the introduction, which introduces the basis for the topic selection, research significance, research status, research methods and innovations of this topic; the second part is an overview of "family and country feelings" education, explaining its origin, connotation and value meaning; The third part takes Xinjiang as an example, discusses the cultivation of "family and country feelings" in the history classroom teaching in ethnic minority areas, investigates and analyzes its implementation and existing problems; the fourth part analyzes the actual history teaching classroom Cultivation strategies and methods for the goal of "family and country feelings" in the practice, and the issues that need to be paid attention to in the process; The fifth part is the conclusion, which summarizes and reflects on the viewpoints mentioned in this article.

The purpose of this article is to interpret the education of "family and country feelings", taking Xinjiang as an example to illustrate the value and practical significance of the core quality of "family country feelings" in high school history classroom teaching. "Education's implementation strategy and attention to problems in high school history teaching," put forward some insights on the "family and country sentiment" education in high school history teaching methods.