Research On History Teaching Strategies Of Junior Middle Schools Promoting Deep Learning

In the coming age of artificial intelligence,society is calling for faster training of innovative talents,and educational changes are becoming increasingly urgent.Deep learning provides path exploration for promoting new curriculum reforms,the rooting of core literacy in history,and accelerating the cultivation of innovative talents with advanced thinking.This paper is divided into the introduction,the definition of deep learning,the investigation of the current situation of the deep learning of history in junior high school,and the discussion of the teaching strategies to promote the deep learning.After the concept of deep learning was introduced into China,most scholars based on classroom teaching and tried to promote the rooting of "deep learning" from different angles,and put forward corresponding strategies.The author focuses on summarizing and analyzing the relevant results achieved in the teaching of deep learning in history in middle schools.Most front-line teachers believe that the promotion of deep learning in the history of students should be combined in teaching goal design,academic judgment,situation creation,problem-driven,and evaluation methods Advance.At the same time,in the specific middle school history teaching practice has not formed a relatively mature model,most of them are in a state of breakthrough.Based on this,the author finally determined the research ideas and discussed the research significance.In the first chapter,the author put forward an understanding of the connotation of deep learning and deep learning in middle school history.In the second chapter,by using observation method,questionnaire method and interview method,the author understands the status of junior middle school history deep learning and middle school history teachers' cognition of deep learning.In the third chapter,according to the shortcomings of junior high school students in the history of deep learning,the author focuses on the junior middle school history teaching strategies to promote deep learning.It mainly includes three aspects: lesson preparation,teaching and evaluation.The specific contents include: clarifying the historical learning goals and developing higher-order thinking.Dig deep into the history textbook resources and interpret the true value of nine angles.In the fourth chapter,based on the above research results andteaching practice,taking the third volume of Chinese history "New Culture Movement" compiled by the Ministry as an example,the author discusses the application of history teaching strategies to promote in-depth learning in junior high school and makes a reflection on teaching design.Finally,the author summarizes and reviews the research achievements of middle school history and history teaching strategies that promote deep learning,and puts forward research prospects for continuing to promote deep learning.The realization of deep learning requires not only a further upgrade of teachers 'teaching concepts and students' learning concepts,but also continuous innovation of teaching evaluation,school management and other systems.It is hoped that through the exploration of this article,we will inspire more middle school history teaching workers to deepen their understanding of deep learning,enrich the content of middle school history teaching strategies that promote deep learning,and implement the concept of deep learning in real teaching practice.