Research On The Construction Of High School History Deep Teaching

With the advancement of a new round of curriculum reform,the curriculum standards of high school history are improving,and the difficulty of subjects is also increasing.Correspondingly,the requirements for teachers and students are also improving.Therefore,high school history teacher teaching in the teaching process to implement depth,consciously strengthen multidimensional and multifaceted relationship between knowledge and thinking,and do it properly supplement and finishing,to improve the depth,breadth and depth of history classroom,improving students' mastery of historical knowledge,cultivate the students' history thinking ability and core literacy.The ultimate goal of history teaching in senior high school is to cultivate students' historical thinking ability and core accomplishment,and to carry out the fundamental task of cultivating students' virtue.In order to truly practice this goal,in the process of history teaching in senior high school,teachers must carry out in-depth teaching,instead of simply speaking knowledge,thus neglecting the development of students' thinking ability.This article will rely on the development trend of the core accomplishment of history subject and the thinking ability of students,and try to explore the deep teaching of history in high school.Starting from the concept of shallow teaching,this paper expounds the basic meaning of deep history teaching in senior high school.This paper discusses the theoretical basis of high school history depth teaching from three aspects: constructivism teaching view,gestalt learning theory and deep learning theory.This paper analyzes the realistic needs of high school history depth teaching from three aspects: the characteristics of history subject and its core accomplishment,the development of history teaching and historical thinking ability,and the need of college entrance examination reform.From the perspective of high school history teachers,this paper analyzes the construction of deep history teaching in high school from six elements: concise and lofty teaching intention,clear and rigorous clue logic,integration and optimization of teaching materials,accurate and comprehensive historical facts,extension and implicit expansion and excavation,and scientific and reasonable question design.Finally,taking the compulsory high school history course I "the political system of the xia,shang and western zhou dynasties" as an example,this paper explores the case of in-depth teaching of high school history.The most important writing purpose of this paper is to guide high school history teachers to carry out in-depth teaching and cultivate students' historical thinking ability and core quality.The author hopes that this paper can play a role in the teaching practice of high school history teachers.