Research On Teaching Design Of High School History Unit Thematic From The Perspective Of Deep-Learning

With the advent of the "competencies era",how to implement "competencies"through teaching has become an important direction of subject teaching research.Under the guidance of the key competencies,the subject of history has gradually deepened from the level of mastering historical knowledge to the examination of comprehensive ability and the cultivation of thinking ability.The improvement of this ability requires students to see through phenomena when learning history.In essence,to carry out indepth learning,how to promote students’ in-depth learning through teaching is a difficult problem that teachers need to think about seriously.Compared with the Yuelu version,the new version of the high school history textbook has changed in the way of writing.The new textbook is written in the general history method,based on time series,showing the basic context of the development of human history in ancient and modern China and abroad.Compared with the special topic style of the Yuelu version,the general history style avoids the problem of fragmentation of historical facts,but each lesson contains more content,and it is obviously difficult to meet the requirements of the era for key competencies by declaring subjects in textbooks.Based on the structure of current textbooks,how to design teaching to promote classroom It is one of the important problems that many front-line history teachers need to solve to be more efficient and to implement the key competencies of the history subject.Based on the two major problems faced by the current history teaching design,this paper combines the deep learning theory and the unit thematic teaching design concept to conduct research on the history teaching design of high school,injecting fresh blood into the traditional history teaching design strategy.First of all,from the perspective of deep learning theory,cognitivism theory,constructivism theory and educational goal taxonomy theory,the theoretical basis of the thematic teaching of high school history unit from the perspective of deep learning is expounded.The basic characteristics of unit thematic teaching are expounded from the perspectives of highlighting students’subjectivity and focusing on the cultivation of higher-order thinking as a whole in knowledge content,and further research is carried out under the principles of scientificity,purpose,and systematization.Secondly,the teaching design steps of the thematic teaching of high school history unit in the perspective of deep learning are determined as follows:launch textbook research,reorganize the teaching unit content;refine the unit theme,clarify the starting point of in-depth exploration;formulate unit goals,promote the implementation of key competencies;design unit tasks,There are six parts to achieve in-depth understanding of the problem;arrange unit assignments to examine the results of in-depth learning;teaching reflection and evaluation to ensure that the learning objectives are implemented.Finally,according to the teaching design steps,the teaching design of the fifth unit of《Outline of Chinese and Foreign History(Ⅰ)》is carried out.For the difficulties encountered in the teaching design and the teaching practice process,further analyze and put forward the problems that should be paid attention to in the teaching design of the high school history unit,and maximize the practical value of the unit thematic teaching.