在课堂教学中,解决难点问题往往是非常重要的一环,因此,教师所设计问题的质量往往影响教学质量。本文从教学实例出发,结合高中生的认知特点,以优化问题设计为导向来阐述“问题连续体”课堂教学模式在高中历史课堂的应用。“问题连续体”模式来源于美国亚利桑那大学梅克教授的“问题连续体”理论,其基本内涵是倡导在“问题导学法”的指导下“系列的、连续的”问题设计,由浅入深、由封闭到开放、由一元到多元地把问题分为五个层次,即单一性、再现 In classroom teaching, it is often a very important part to solve difficult problems. Therefore, the quality of teachers’ problems is often influenced by the quality of teaching. Based on the teaching examples and based on the cognitive characteristics of senior high school students, this paper describes the application of the “problem continuum ” classroom teaching model in senior high school history classrooms. The model of “problem continuum” originated from the theory of “problem continuum” taught by Professor Meek from the University of Arizona, whose basic connotation is to advocate the “series, continuous ”The problem design, from shallow to deep, from the closed to the open, from one yuan to pluralism, the problem is divided into five levels, namely, unity, reproduction