北京工业职业技术学院学报

目前，关于人类命运共同体意识融入高职贯通历史教学的直接研究较少，相关研究或侧重人类命运共同体与思政课程、国际关系、外语教学的结合，或主张借助历史提升学生的人文素养。针对人类命运共同体这一宏大叙事特点，在高职贯通历史课程中，可以采用“理论设计—教学实施—评估反思”的研究方法。这既能促进人类命运共同体与高职贯通历史教学的交融，又能引导学生挖掘个人成长与国家发展的契合点。在高职贯通历史教学中，探究人类命运共同体意识融入的价值旨归、践行方式和效能评估，有利于重新审视职业教育中历史课程的时代意义。

Currently,there is relatively little direct research on integrating the awareness of human community with a shared future into higher vocational integrated history teaching. Related studies either focus on combining this awareness with ideological and political courses,international relations,or foreign language teaching,or advocate using history to enhance students' humanistic qualities. In view of the grand narrative characteristic of the concept of human community with a shared future,the research method of “theoretical design-teaching implementationevaluation and reflection” can be applied in higher vocational integrated history courses. This approach not only promotes the integration of the awareness of a shared future for mankind with higher vocational integrated history teaching,but also guides students to explore the alignment between personal growth and national development. In higher vocational integrated history teaching, investigating the objectives, implementation methods, and effectiveness evaluation of integrating this awareness,is beneficial to re-examining the contemporary significance of history courses in vocational education.