Research On High School History Teaching-problems From The Perspective Of Deep-learning

With the advent of the era of core literacy,The purpose of education pays more attention to the development of people and the cultivation of thinking.The new curriculum changes to the depth of thinking and ability has become the development trend of the new curriculum.In the context of the deepening of the new curriculum,in the real classroom teaching,part of the inefficient subject teaching situation needs to be solved urgently.As for the subject of history,students' learning of history is gradually moving from shallow learning to deep learning.The rule of the proposition of college entrance examination also shifts from the pursuit of subject characteristics to the investigation of comprehensive ability.Problem-based teaching with a focus on asking questions always throughout the history of high-school classroom teaching.However,teachers asked questions for the sake of questions in once teaching,which ignored the gradient of questions and the acceptance of students,in especial,ignored the connotation of historical knowledge.How to optimize the problem and make it more efficient? How to integrate the concept of deep learning into problem-based teaching and make problem-based teaching play to the utmost? When this effective problem-based teaching is implemented,what is the effect of high school history classroom teaching? Centering on these three core questions,this paper combines the philosophy of deep learning with problem-based teaching with the purpose of making high-school history problem-based teaching novel,insightful and seeking the breadth of knowledge.Based on the core accomplishment of the history discipline and the theory of deep learning,this paper makes a new exploration of the problem teaching in the history classroom of high school.Based on the application of deep learning at home and abroad,this paper applies the theory of deep learning to the history classroom teaching of high school,and infuses new blood into the traditional problem teaching.From three aspects of deep learning theory,constructivism theory and gestalt learning theory,this paper explains the theoretical basis of high school history teaching.Based on the history core quality,the concept of higher-order thinking,lost in deep learning theory,the key problems such as idea into the problem of high-school history teaching,from the condensation of establishinghigher-order thinking goals,regeneration of "key question",promoting problem illustrates the study in depth the horizon,the unique characteristics of high school history teaching.Under to grasp the ideological content,level,systemic principle,by creating problem situation,transformation lost knowledge concept,the connection block,reflect and create to the problems in the concept of deep learning teaching concrete implementation.The thesis compiles the high school history textbook ?Ourline of Chinese and Foreign History?(First book)of"the may fourth movement and the birth of the communist party of China" a class as an example,the concept of high school history teaching from the deep learning in practice,eventually to build a"temperature""deep" valuable "history class,realize the effective classroom teaching,is helpful to establish the students' history problem consciousness,key ability cultivation history and historical consciousness.