A Probe Into The Deep Teaching Of History Class In Senior High School

The new curriculum standard advocates teachers to combine in-depth teaching with history teaching,which is helpful to implement the fundamental task of establishing morality and cultivating people,and promote the cultivation of students’ historical core literacy and high-level thinking.With regard to the establishment of Qin unified multi-ethnic feudal state,there are still some teaching problems that need to be explored in depth.What is "unification" ? Why did Qin Shihuang unify China for the first time? Why is the Qin Dynasty the first multi-ethnic unified power in the ancient world? Whether the Xia,Shang and Zhou dynasties were unified before,and whether other ancient empires in the world were unified at the same time? Why is it said that the centralized political system of the Qin Dynasty constructed the basic framework of the feudal dynasty in 2000?How to treat the county system has since become the customization of China’s local management system,effectively maintaining the unity of the centralized country? How to distinguish between the contents of Qin Shihuang’s establishment of a centralized political system and the measures to consolidate his rule?If these problems cannot be accurately solved and implemented one by one in the high stage of history teaching,it will be difficult for students to understand that Qin Shihuang’s unification of China was the first unification of China in history.It is also difficult to comment that the establishment of a centralized political system in the Qin Dynasty has laid a solid foundation for the development of China’s multi-ethnic unified country,and it is even more difficult to understand that the emergence of a multi-ethnic unified country is the inevitable trend of China’s historical development.Students have a clear and concrete understanding of the historical facts of Qin Shihuang’s unification of China,which is also helpful to the in-depth teaching of the first unit "political system" in the first unit of "State system and Social Governance" in the second year of senior high school.This paper is mainly divided into the following four parts: the introduction part first describes the reasons for choosing the topic from the point of view of cultivating students’ history core literacy and the needs of teaching.secondly,it analyzes the concepts of "deep teaching" and "shallow teaching" and the relationship between them;again explains the theoretical basis of in-depth teaching;finally,it introduces the research review,research methods and innovation.The first chapter deeply integrates the relevant knowledge of the lesson "the Establishment of Qin Unified Multi-ethnic feudal State",summarizes the historical facts of Qin Shihuang’s unification of China,and through the comparison between China and foreign countries in the same period,this paper analyzes the unique historical concept of "unification" in China.The second chapter is the part of teacher interview and student questionnaire,through the form of questionnaire star and on-the-spot questionnaire,to understand the teachers’ teaching and students’ learning in the course of "the Establishment of Qin Unification of Multi-ethnic feudal State",and finally analyze the results.Aiming at the questions of questionnaires and teacher interviews,the third chapter puts forward the corresponding implementation strategies,mainly from the three stages of pre-class preparation,classroom implementation and after-class reflection to explain how to carry out in-depth teaching.The fourth chapter carries on the teaching design with specific topics,from the aspects of teaching objectives,teaching difficulties,teaching process and teaching design reflection,in order to design the teaching design for teachers’ in-depth teaching and students’ in-depth learning.