【摘要】 在乡村振兴战略全面推进的背景下，乡村教育振兴作为基础性、关键性的战略目标之一，乡村教育破旧立新、提质增效成为了教育改革的当务之急。为了创设真正立足农村视角、适合农村教育实际的历史课堂，引入符合乡村教育改革范式的“在地化教育”概念，与能够充分激发场域活力的“体验式学习模式”有效地连接起来，建构出由参与主体、乡村场域、乡土资源三个核心要素组成的“人—场—物”体验式学习在地化转型的分析模型。在此基础上，从基于乡村场域生成目标、运用乡土资源设计活动和回归学习目标开展评价三个环节入手，设计出乡村中学历史体验式学习在地化转型的实践运行模型。更多还原

【Abstract】 Against the backdrop of the comprehensive advancement of the rural revitalization strategy,revitalizing rural education has emerged as a fundamental and critical strategic goal, with improving quality and efficiency in rural education now an urgent task for educational reform. To create history classrooms that are truly based on a rural perspective and suited to the realities of rural education, the concept of “place-based education(PBE)” is introduced, which is aligned with the rural educational reform paradigm. This concept is effectively integrated with the “experiential learning”, which can fully activate the vitality of the field. This integration constructs an analytical model for the place-based transformation of experiential learning, centered on three core elements: participants, rural setting, and local resources—the “people-place-materials” model.On this basis, a practical model for the place-based transformation of rural middle school history experiential learning is then designed through three phases: setting goals based on the rural environment, designing activities using local resources, and conducting evaluations aligned with learning objectives.更多还原