Research On History Classroom Teaching Under The Background Of Deep Learning

With the development of society and new curriculum reform,the country’s demand for talents is also increasing,and the reform of classroom teaching should also be keeping pace with the progression.As the literacy of the current history teaching subject has been moved down to junior high schools,it has become a major challenge for teachers to improve the ability of junior high school students to learn history,cultivate their interest in history learning,strengthen the comprehension of history learning,and foster student’s core literacy.The classroom requires students to have deeper understanding of the history subject,so teachers should also strengthen the teaching of the depth of the history subject.Therefore,it is necessary to introduce the in-depth learning concept that is popular abroad and has considerable research results,and combine it with Chinese middle school history instruction to practice and improve.There are many problems in the current history classroom teaching: Student’s lack of interest in learning history,deficiency in forming knowledge system,unwillingness of cultivating historical thinking and inefficiency in instruction.Thus,the concept of history workshops has become an inevitable requirement for teachers to promote the active combination of history workshops in middle schools.At present,Xiamen No.5 middle school is actively participating into various forms of experiments through the combination of explicit new learning concepts and workshops.But the concept of in-depth learning is still unfamiliar among the Chinese middle school history teaching groups,there is still a preliminary help for learning,and it has not been clearly defined.Problems such as how to use it does not matter what students learn? How to carry out in-depth teaching in middle school history teaching? What would be the effect of a hands-on course for in-depth study in a middle school history classroom? remains unsolved.To this end,the author understands the relevant theories of deep learning through literature review and concept definition,makes questionnaires and interviews,researching for students and teachers’ understanding of the current history classroom teaching,and designs a middle school history classroom teaching with deep learning as the core in response to the existing problems.Through the combination of history classroom and deep learning,the history classroom has obviously broken through the teaching of shallow knowledge.Through the diversification and innovation of teaching methods,historical knowledge is imparted to students,and students are encouraged to use the concept of deep learning to learn in-depth historical knowledge.Higher-order thinking and flexible grasp of the learning methods of history subjects.Certainly,while deep learning history classroom teaching achieves breakthroughs in traditional classroom teaching,some new problems inevitably arise,underachievers are unable to keep up with the pace with the classroom;lack of detailed division of labor in group discussions,resulting in a rush;some students are active in discussions while other students react negatively,etc.However,as long as emerging concepts are used in teaching,various problems will inevitably arise.As long as the problems are modified,a more complete teaching model combining in-depth learning and history classroom will be able to cultivate students’ interest in history,in-depth thinking,and learning.The contribution of core literacy and key capabilities is also conducive to providing certain help and reference for the teaching and research of in-depth learning of history teachers.