Research On The Implementation Of Deep Teaching Of History Class In Senior Middle School

The mixed information environment of reality and virtual change has pushed education towards a deeper transformation.In recent years,high school history curriculum reform has borrowed from the experience of international curriculum reform and the results of educational research,and has proposed deep teaching and deep learning in teaching methods,which has guided new paths for front-line teachers to change their teaching methods.The educational value of the history discipline is embodied in five core qualities,and each core literacy is divided into different levels.Level 2 and above in the core literacy goals are all high-level goals,which need to be implemented through deep teaching.In view of the previous research results of deep teaching,the author combined the results of investigations and interviews to analyze the current teaching status and problems,based on the education target taxonomy to think about historical deep teaching strategies,and made a little effort to implement deep teaching to develop students' core literacy.There are five parts in this paper.The first part is the introduction,it mainly includes the following aspects: introduce the reason of the research;the related researches at home and abroad are summarized;define relevant concepts;introduce the research methods and significance;explain the innovation of this paper.The second part mainly expounds the objective requirements and theoretical basis of deep teaching.On the one hand,the author elaborates the necessity of deep teaching from three aspects: deep teaching and student learning initiative,thinking training and transfer ability.On the other hand,the author explores the possibility of implementing deep teaching from the constructivist learning theory,educational target taxonomy and example teaching theory.The third part is the related investigation and analysis of the current deep teaching.By collating questionnaires and interviews with some teachers,have a preliminary understanding of the current teaching concepts and teaching methods of senior high school teachers,analyze the current teaching situation and problems,and hope to put forward strategies and methods for effective deep teaching of history in senior high school.The fourth part is the countermeasure research.After analyzing the survey results,the author proposes coping strategies from three perspectives.First of all,based on the related theories and current situation analysis,some suggestions are put forward for teachers' teaching concepts and teaching methods.Secondly,in the process of pre-class preparation,from the basis of determining the level of teaching content;the integration of the curriculum content;the positioning of core issues;the setting of teaching objectives;the selection of five teaching materials,combined with specific teaching design and case,system discuss the preparation strategy of the senior middle school history teaching.Finally,in the classroom implementation,five strategies for deep teaching in the history class of senior high school are proposed: situational problem teaching method;relationship inquiry method;dialogue teaching method;research learning activity method;developing experiential activities.The last part is the conclusion,which mainly discusses the author's experience and reflection on the deep history teaching.