Strategies For Improving The Efficiency Of Highschool History Classrooms In The Context Of Deeplearning

Under the new round of curriculum reform,the purpose of education of history discipline is to promote students’ learning cognition and self-development in an all-round way.With the constant change of society,the scope of learning cognition and self-development has changed.In addition,our country is in the era of knowledge economy of high information development,so the deep learning whose ultimate purpose is to promote students’ development of higher thinking becomes well known.Its connotation coincides with the high school history teaching under the new curriculum reform,so it is particularly necessary to apply it to classroom teaching.The most urgent thing for high school history teaching is to use effective teaching strategies,optimize the ways and methods for students to learn history,give full play to the effect of high school history classroom teaching,and improve the overall quality and ability of students.Deep learning is based on knowledge understanding,which cultivates students’awareness of problem solving and critical reflection in the process of learning.First of all,deep learning takes place under certain conditions,which not only requires students to have a certain knowledge base,but also requires teachers to provide appropriate and effective support and guidance.At the same time,it also requires students to deeply participate in teaching activities at the physical,emotional and spiritual levels.Secondly,compared with shallow learning,deep learning is more profound,comprehensive and high-quality,which can help high school history teachers to achieve an efficient classroom with specific goals,scientific and reasonable contents and students’ active learning.It can effectively lead students to think deeply about history knowledge,transition from shallow thinking to deep thinking,and grasp the nature,logic,thoughts and methods of history discipline.Form the core quality of history discipline.It can be seen that deep learning has unique application value to history classroom teaching.However,there are some practical problems in high school history class,such as uneven foundation,insufficient understanding of textbooks and low level of classroom thinking participation.This requires:On the one hand,when designing teaching plans,teachers should conduct learning situation analysis in advance,reasonably arrange classroom teaching activities,establish core quality-oriented learning objectives,integrate teaching resources,help students construct knowledge framework,make pre-class learning plans,assist classroom teaching,design question chain,adhere to question guidance to mobilize students’ thinking,and according to the course content,Organize diversified learning activities;On the other hand,in the process of classroom teaching,teachers need to mobilize students’ thinking to actively participate in class,create diversified historical situations,guide students to spiral deep thinking,train their knowledge transfer ability,pay attention to the solution of generative problems and post-learning reflection,etc.In a word,the application of deep learning in the classroom not only requires teachers to have a deep grasp of this concept,but also needs to be flexibly applied to teaching guidance and put into practice,so that students can enhance the depth of thought and form a scientific way of thinking,and finally achieve high quality and efficient history classroom teaching.