In response to the growing need for more relevant school history, the notion of historical consciousness has come to represent a way to help students understand the links between past, present, and future. However, translating the construct into practice in an ongoing puzzle in the field. Recently, efforts have been made to operationalize historical consciousness via a competency-based approach, but this is arguably problematic, because its proponents view historical consciousness as a hermeneutic quest for meaning yet operationalize it as a set path of mental processing. This article explores a different approach based on meaning-making practice. It does so through an extensive review and synthesis of the relevant literature, and based on the results, it suggests operationalizing historical consciousness through negotiating the presence of the past, inquiring about the past with the help of disciplinary and everyday habits of mind, and building a sense of historical being.

为了响应对更多相关学校历史的日益增长的需求，历史意识的概念已经成为一种帮助学生理解过去、现在和未来之间联系的方式。然而，在该领域正在进行的难题中将构造转化为实践。最近，已经努力通过基于能力的方法来操作历史意识，但这可以说是有问题的，因为它的支持者将历史意识视为对意义的解释学追求，但将其操作为一套心理加工路径。本文探讨了一种基于意义建构实践的不同方法。它通过对相关文献的广泛审查和综合来实现，并根据结果，