A Study On The Application Of Scaffolded Teaching Of High School History Pointing To Deep Learning

As educational reform goes deeper,more and more scholars and front-line teachers begin to pay attention to the effective cultivation of students’ core literacy,and this trend also puts forward new requirements for the teaching of history.Among them,deep learning and scaffolding teaching are highly consistent with the basic requirements of the new curriculum reform.Deep learning-orientated high school history scaffolding teaching can provide concrete and feasible methods for high school teachers to promote students’ deep learning.Therefore,combined with deep learning and scaffolding teaching,this paper study the application of deep learning-orientated high school history scaffolding teaching by adopting methods of literature analysis and case analysis,in order to provide implementation strategies and suggestions for practical teaching practice.The main research contents of this paper are as follows:In the first part,based on the relevant requirements of the current social education field,the author first expounds the reasons and significance of the topic selection,then combs the research results of deep learning and scaffolding teaching at home and abroad by using the method of literature research,and then discusses the development process and existing achievements of deep learning and scaffolding teaching.In the second part,the author first expounds the related concepts of deep learning and scaffolding instruction,and combs and understands the related theoretical basis.Then,the basic characteristics of deep learning and the differences between deep learning and shallow learning are confirmed and screened,which can be used as the main basis for judging whether students carry out deep learning.Finally,the author makes a detailed classification and application of scaffolding teaching in order to make the selection of scaffolding more reasonable.In the third part,this paper puts forward the application strategy of deep learning-orientated high school history scaffolding teaching.First,it discusses the application principles.Secondly,it analyzes the feasibility and advantages of the combination of the two,and then states that the combination of the two has its unique teaching advantages.In the fourth part,the author takes “lesson 15: Economy and Culture from Ming Dynasty to the Middle Qing Dynasty of the "Outline of Chinese and Foreign History(I)" as an example to carry out the concrete application of history scaffolding teaching.First of all,the author designs the specific teaching content according to the teaching link constructed by the combination of deep learning and scaffolding teaching,and then carries out the application practice of deep learning-orientated high school history scaffolding teaching in class.Specifically,according to the curriculum standards and the actual content of textbooks,the author reasonably selects scaffolds,and guides students to master the corresponding knowledge content through independent learning and cooperative learning,so as to exercise their ability to comprehensively apply knowledge and achieve the purpose of promoting students’ deep learning.Finally,the author reflects on the teaching from the teacher level and the student level,and provides reference suggestions for the practical application of deep learning-orientated high school history scaffolding teaching.In conclusion,the teaching method of combining deep learning with scaffolding teaching is very efficient and operable,which has been proved to be a teaching mode that can be applied to actual classroom teaching activities.Moreover,it can effectively improve classroom efficiency and effectively promote students’ deep learning.