Research On Strategies And Practice Of Deep Teaching Of High School History

The implementation of the new curriculum reform has put forward new requirements for history teaching.It has become a common problem facing front-line teaching at present,such as how to implement high-level objectives in the core literacy of history discipline,how to get rid of shallow teaching and guide students to carry out deep learning.To carry out deep teaching in history class,give full play to the educational function of history,and guide students to transform from knowledge learning to ability enhancement,is conducive to the cultivation of the core quality of the discipline.At the same time,it also meets the requirements of history teaching under the new perspective of college entrance examination.It replaces the traditional symbol teaching with understanding teaching,generation teaching and meaning teaching,improves the teaching quality,and makes the development of students move in the same direction as the requirements of the evaluation system of college entrance examination.A review of the relevant research results of deep history teaching in high school shows that the lack of deep exploration and long-term and continuous investigation in both theoretical and practical levels leads to the lack of persuasion of proposed strategies and weak exploration of teaching practice links.Therefore,to further explore the in-depth teaching of high school history classroom,improve relevant teaching strategies,enrich teaching practice,and provide certain guidance and help for teachers’ teaching and students’ learning.Taking three high schools of different levels in Weihai City as examples,the investigation found that the current in-depth teaching of history class still has shortcomings,such as some teachers’ strong empiricism in knowledge teaching,insufficient surpassing of textbook texts,and focusing on the knowledge level of teaching goals.As a result,the in-depth teaching of history class has not been truly implemented.In view of the existing problems in deep history teaching in high schools,teachers should continuously optimize teaching strategies,highlight students’ main position in teaching,and realize students’ deep understanding of knowledge,deep development of ability and deep emotional experience.This paper discusses the implementation strategies of deep teaching from five perspectives: diagnosis,deep digging of teaching materials,clear objectives,teaching process and teaching reflection,constantly strives for perfection,explores the charm of teaching at a deep level,and strives to achieve deep teaching in the true sense,promote the development of students’ advanced thinking ability,and implement the cultivation of students’ subject core literacy.At the same time,it adopts the method of unit theme learning to sort out and integrate the contents of two lessons,Unit 8,Lesson 23,"From the Local Anti-Japanese War to the Total Anti-Japanese War",and Lesson 24,"The bloody Struggle of the whole Nation and the victory of the Anti-Japanese War",in the Outline of Chinese and Foreign History(I),and carries out teaching practice with the Chinese nation’s Anti-Japanese War as the theme.On the basis of in-depth understanding of learning situation and in-depth study of teaching materials,clear learning objectives,adhere to the developmental teaching orientation,deepen the value of anti-war history,enhance students’ emotional experience,awaken students’ national sentiment and patriotism,remember history and cherish the memory of martyrs.