Research On High School History Teaching Strategies From The Perspective Of Deep Learning

In the era of the explosion of information and the rapid development of artificial intelligence,relying solely on teaching method no longer fulfils the demand for educational development in this era.Courses are continuously reformed following the requirements of the era.The Executive Council of the State Council reviewed and approved the Outline of the National Medium and Long-Term Education Reform and Development Plan(2010-2020)in 2010,emphasizing that it is necessary to focus on improving students' capabilities involving learning,practical,and innovative.To educate students to learn knowledge and skills,learn to use their brains,learn to live life,learn to do things and do things,promote students to actively adapt to society,then create a bright future.The history subject explores constantly according to requirements of teaching reform.Furthermore,it figures out five key competences including A materialistic conception of history,Thinking of space and time,Historical empirical,Historical interpretation,Family and country feelings.However,in the specific teaching process,the implementation effect of the students' key competences is unsatisfactory.Some issues about shallow studying exist such as mechanical learning,brushing questions,and cramming in order to cope with the summary evaluation.In order to change the current status of history teaching in high school,the significant problem about how to motivate students from symbolic learning to deep learning is urged to be solved.Deep learning,however,emphasizes that under the driving of internal motivation,through critical learning and thinking,knowledge is integrated and constructed.So as to deeply understand and grasp knowledge,develop higher-order thinking,and flexibly apply knowledge to various types of good and bad structures.These are effective ways to solve the above problem.Therefore,what kind of teaching strategy is adopted to promote the historical deep learning of high school students becomes the key to the problem.Through literature research,the article clarifies the connotation,characteristics,occurrence conditions of deep learning and the connotation of shallow learning,the relationship between shallow learning and deep learning.And by clarifying the inherent correlation between history teaching and deep learning,it demonstrates the pertinence and feasibility of deep learning theory for high school history learning.Based on a clear theory,a questionnaire survey was used to investigate 710 high school students from two schools about the status of historical deep learning and based on the interview results,the interview method was used to interview four senior middle school history teachers on high school history deep learning related issues,the overall situation of the current high school historical deep learning were summarized.Provide theoretical and practical support for focusing on teaching strategies to promote deep learning in high school history.Combined with the theory of deep learning,based on the characteristics of high school history and the physical and mental development characteristics of high school students,a process model to promote deep learning in high school history isconstructed.Surrounding by the constructed deep learning process model,based on the results of investigation and research,a teaching strategy to promote deep learning in high school history is proposed: in the early stage of preparation,by clarifying the learning objectives;designing the study guide;providing rich learning resources to promote deep learning.In the in-depth processing stage,on the one hand,by forming a democratic classroom atmosphere;setting appropriate environment;forming an active learning community and other strategies to create a positive learning culture and improve classroom participation.On the other hand,by emphasizing common sense,consolidating the historical foundation;emphasizing heterogeneity in the same class,constructing characteristic classrooms;using a variety of teaching methods to cultivate students' higher-order thinking;using strategies such as cognitive tools and improving students 'integrated construction ability to consolidate the foundation,Point to the deepening and expansion of teaching.In the evaluation stage,through the use of multiple evaluation methods and guide reflective learning and use of classroom evaluation language cleverly and other strategies to promote the occurrence of in-depth evaluation feedback.Meanwhile,teaching strategies are put forward and combine teaching cases to make the teaching strategies more specific.