Research On The Application Strategy Of Deep Teaching In High School History Class

With the continuous advancement of the new round of curriculum reform,the cul tivation of subject core literacy has become the general trend of current education,and has also become a weathervane for deepening educational reform and educational de velopment in an all-round way,and high school history is no exception.The gradual a dvancement of the core literacy of the history discipline has had a huge impact on hig h school history teaching,especially how to implement it in high school history classr oom teaching,which has received continuous attention and attention from the majorit y of front-line teachers.However,it is undeniable that the current part of high school history classroom teaching still stays on the surface and lacks the depth it should have,showing that teachers' teaching is solidified in the level of knowledge,and students' l earning stays in rote memorization of knowledge.As a new teaching concept and prac tical method,in-depth teaching is clearly advocated in the high school history curricul um standards,and is also highly consistent with the connotation of historical core liter acy.Based on the analysis of the existing achievements,this paper analyzes the teaching philosophy of classroom teaching for front-line teachers and students from the perspective of in-depth teaching by means of questionnaire survey and classroom observation,and finds that there are some problems.Current history teaching in senior high schools,such as lack of understanding and attention to teachers' in-depth teaching,knowledge symbols leading classroom teaching,superficial situation creation and single evaluation method,etc.In view of the above problems,this paper puts forward the corresponding teaching strategies from four aspects: first,from the perspective of teachers' literacy,it promotes the deepening of history teaching in high schools from two aspects: teachers' renewed and in-depth teaching philosophy and teachers' historical literacy improvement;Secondly,from the perspective of teaching content,it promotes the in-depth design of teaching content in senior high schools from two aspects: studying curriculum standards,setting scientific goals,paying attention to concepts and building theme depth.Thirdly,from the perspective of teaching process,through the in-depth guidance of teachers,students' historical core literacy is cultivated,which is reflected in the connection with various disciplines and infiltration of historical materialism.Integrate teaching material knowledge and construct time and space view;Cleverly establish the historical situation and cultivate the historical basis;Inquire and discuss,strengthen historical interpretation,pay attention to knowledge summary,and deepen feelings for the motherland and the motherland;Fourthly,from the perspective of teaching evaluation,the students are evaluated deeply and reasonably from the aspects of flexibility of evaluation standards,diversity of evaluation subjects and diversity of evaluation methods.Finally,based on the above,I hope to contribute to the implementation and improvement of deep history teaching in senior high schools and the cultivation and development of students' core literacy.