Research On Problems And Countermeasures Of History Teaching In Senior High Schools From The Perspective Of In-depth Teaching

With the deepening of basic education reform,school education is increasingly concerned about the development of students' abilities and qualities.In this context,the Ministry of Education has put forward the goal of core literacy education to help students better develop themselves and adapt to society.The core literacy of the subject reflects the cultivation of students' comprehensive qualities,and to some extent changes the phenomenon of excessive pursuit of student scores in the past.However,under the influence of traditional educational concepts,the phenomenon of emphasizing knowledge and ignoring significance still exists in high school history teaching.It is represented that teachers show great interest in cramming education,teacher-student communication is inadequate,cooperative inquiry activities are becoming a mere formality;students stays at the surface of the memorization of knowledge and do not seek to deeply understand the inherent meaning of knowledge.In recent years,the concept of in-depth teaching advocated by the education community emphasizes that under the guidance of teachers,the rich connotation of knowledge is tapped to enable students to go beyond the surface of knowledge and understand the internal logic and meaning of knowledge in-depth.The achievement of in-depth teaching of history disciplines can break through the superficiality and performance of teaching in traditional teaching,and realize the value and significance of historical knowledge for students' future development.From the perspective of the concept of in-depth teaching,it is increasingly necessary and important to analyze the problems existing in history teaching in high school and explore corresponding countermeasures.This article first defines the concept of in-depth teaching,makes it clear that the depth of in-depth teaching is not the capacity and difficulty of teaching,but the level of students' understanding of knowledge.Secondly,thisarticle explains the developmental,understanding and reflective features of in-depth teaching.Thirdly,the questionnaires and interviews were conducted on teachers and students of ordinary high schools in Zhoukou City,Henan Province.Finally,the corresponding implementation countermeasures are put forward based on the analysis of practical problems: it is recommended that teachers should comprehensively analyze the academic conditions,grasp the curriculum standards,and deeply integrate the teaching content in the pre-class preparation stage;during the teaching implementation stage,teachers should rely on teaching means and methods such as questions,situations,inquiry,and dialogue to help students better understand the meaning and value of historical knowledge;in the post-class feedback stage,it is necessary to strengthen the reflective awareness of teachers and students and optimize students' homework.