Research On Strategies And Reflections Of In-depth Teaching Of History In Senior Middle Schools

At present,many schools in Yantai are actively exploring the application and promotion of deep learning in the classroom.Deep learning is mainly about learning from the student level,and in teaching activities,in addition to the "learning" of students,there are also "teaching" of teachers.Therefore,it is necessary to carry out relevant discussions on in-depth teaching corresponding to in-depth learning.In-depth teaching,as a different teaching mode from the past,shows different characteristics in different aspects.From the perspective of the goal of in-depth teaching,beyond the previous test-oriented education,the purpose is to train students with core literacy and certain beliefs and responsibilities for all-round development.From the perspective of the in-depth teaching process,the teacher’s teaching is not a one-word teaching,but a heuristic teaching with a conversational nature.From the perspective of the content of in-depth teaching,it is not only the teaching of surface knowledge,but the in-depth history of historical development,multi-faceted and multi-level mining of historical knowledge,so that students can achieve immersive learning.When facing some historical knowledge,analyze its correct orientation and meaning in the present,so as to deeply dig its value connotation.Since the reform of the new curriculum,the education model has been constantly innovating,and teachers and students have more and more choices.In order to better implement in-depth teaching in high school history classrooms,and in order to cooperate with the teaching reforms of in-depth learning for students in Yantai now,and to play its due role,in-depth teaching is implemented in high school history classrooms.Summary of research and reflection is very necessary.Through the first chapter of the article,we first understand the connotation of in-depth teaching and in-depth teaching of history subjects and the necessity of implementing in-depth teaching.Through the discussion in the second chapter,we have a specific understanding of the strategy of implementing in-depth teaching.Finally,through the third chapter,taking the "Preliminary Establishment of the Qin Unified Multi-ethnic Feudal Nation" as a specific case,it explains how to implement in-depth teaching in the high school history classroom and reflect on it.In fact,no matter which teaching mode is used in the classroom teaching process,the most fundamental foothold is still the development of students.In-depth teaching surpasses the previous test-oriented education.While consolidating basic knowledge,it also comprehensively cultivates students’ comprehensive development and ability improvement.For high school history classrooms,in-depth teaching not only pays attention to the training of students in knowledge memory and problem-solving,but also enables students to learn in-depth exploration of historical knowledge during the teaching process.Students can analyze the internal logical relationship of historical events to master the knowledge of "roots",and have the ability to think about problems with historical thinking,be able to solve problems practically,and ultimately achieve all aspects of student development.