“ 四合” 为径：中职历史“ 历史解释” 素养培育的实践探究（"Four Integrations" as the Path: A Practical Exploration of Cultivating the Competency of "Historical Interpretation" in Secondary Vocational History Education）

Abstract：With the promulgation of the history curriculum standards for secondary vocational schools, the importance of "historical interpretation" as a core competency has become increasingly prominent. However, current history teaching in secondary vocational schools often faces issues such as students' fragmented understanding of historical facts and superficial interpretative abilities. Focusing on the cultivation of the "historical interpretation" competency, this paper proposes and constructs a teaching practice paradigm centered on "Four Integrations"—integration of teaching materials, integration of disciplines, integration of multiple dimensions, and integration of critical thinking and argumentation—tailored to the characteristics of secondary vocational students. Through in-depth reconstruction of textbook content, organic integration of interdisciplinary resources, multi-dimensional perspectives, and the deep combination of critical thinking and argumentation, this paper explores a pathway suitable for fostering historical interpretation competency among secondary vocational students. Practice has shown that this paradigm effectively stimulates students' interest in inquiry, breaks the rigid patterns of traditional teaching, and significantly enhances their abilities to identify problems, analyze causality, and evaluate history objectively, demonstrating significant practical value and potential for broader application.