Research On The Strategy Of History Deep Teaching In Senior High School

By analyzing and understanding the concept of deep teaching and related theoretical foundations,this paper clarifies the connotation of high school history deep teaching,and through questionnaires,interviews and other means to understand some problems in the history of high school history teaching: classroom teaching mode monotonous,student participation Not high;students have a weak relationship with the history discipline,the learning style is mechanical,and the core literacy of the subject needs to be improved.In order to strengthen the role of deep teaching in improving the historical core literacy of middle school students,this paper puts forward the classroom teaching strategy of high school history deep teaching in five aspects: the construction of teaching environment,the formulation of teaching objectives,the analysis of teaching content and the creation of teaching activities.This paper designs an evaluation system that comprehensively examines the classroom teaching effects of deep teaching from four aspects: teaching objectives,teaching process,student activities and teaching summary.Through the design and implementation of the same class teaching case discovery:high school history deep teaching is conducive to the students’ knowledge,skills and emotional experience,and has a significant effect on the cultivation of the core literacy of the historical discipline and the improvement of the classroom teaching effect.