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教师的专业素养从知识层面理解包括“本体性知识”、“条件性知识”和“实践性知识”三大块。在课程改革的推进中，教师正在努力充实“条件性知识”与“实践性知识”，并以此作为专业成长的捷径。历史教师对自己的定位首先是一个教育者而不再是一个历史学科的专家，他们的教科研意识正在逐步增强，这可以从参与课题研究和撰写科研论文的外显指标中反映出来；他们在课堂教学中致力于解决“为什么
Professional knowledge of teachers from the knowledge level to understand, including “ontological knowledge”, “conditional knowledge” and “practical knowledge” three blocks. In the progress of curriculum reform, teachers are striving to enrich the “conditional knowledge” and “practical knowledge” as a shortcut to professional growth. History teachers position themselves first and foremost as an educator rather than as an expert in the field of history. Their sense of teaching and research is gradually increasing, which can be reflected in the explicit indicators of participation in research and writing of research papers. Classroom teaching is committed to solving "why