A Study On Teaching Design Of High School History Classroom Based On In-Depth Teaching

In addition to deepening the new round of curriculum reform,one of the main drivers behind the reform of the current core curriculum is to improve pupils’ literacy in the core subjects.There are still some problems in the current history education,for example,the teaching content is superficial and the learning activities only stay on the surface,which leads to the lack of interest and motivation of some students in learning history,resulting in the inability of students’ knowledge transfer application ability and thinking ability to be exercised.Therefore,in the history curriculum,strengthening the core literacy of the subject to take root and realizing the purpose of establishing moral education is both an urgent problem to be solved and an important issue for teachers in colleges and universities to carry out classroom teaching reform at present.On the whole,The reform of the history curriculum in Chinese secondary education has been a success,with the teaching of history in the classroom has gradually left the traditional "duck-filling" teaching mode and formed a new classroom with students as the main body and teachers as the main guide.In order to further enhance the vitality of the history classroom,some scholars have introduced the theory of "deep teaching" into the secondary history classroom.Depth teaching is a way of teaching based on a deep understanding of the knowledge learned,through the investigation of the characteristics of knowledge itself and the logical relationship of knowledge,and then synthesize it into an independent cognitive ability.The notions of critical awareness,transferability and collaboration inherent in deep learning have a positive impact on the learning of history.Therefore,it is important to explore and analyze depth teaching theory comprehensively to help teach high school history.This article consists of five main sections.This article consists of five major sections.The first part is the introduction,which mainly describes the reasons for choosing the topic and its significance;reviews the research on deep teaching at home and abroad,and defines its related concepts;explains the research ideas,methods and innovations.The second part is to discuss the connotation and theoretical basis of "deep teaching".Firstly,it starts from the connotation and characteristics of deep teaching and explains the role of deep teaching in high school history education.At the same time,the contrast between deep teaching and shallow teaching highlights the advanced idea of deep teaching and illustrates the necessity of implementing deep teaching from the side.The third part investigates and analyzes the current situation of deep teaching in high school.Through questionnaire surveys and interviews with secondary school students,To understand the current philosophy and teaching methods of secondary school teachers.analyze the current teaching status and existing problems,and propose measures to effectively promote in-depth teaching of history in secondary schools.The fourth part is the analysis of the causes of the problems of in-depth teaching and the study of countermeasures.Based on the analysis of the findings,this paper puts forward implementation strategies at three levels: pre-class preparation,classroom implementation,and post-class assessment.The fifth part is based on the research and summary related to the previous paper on deep teaching,the lesson "With the struggle to save the national peril" of the unified version of high school history is selected,and this lesson is used as a case study to explore how to deepen history education in secondary education.The concept of in-depth teaching,as a new educational concept and practice,is based on the history curriculum standards for secondary education and corresponds greatly to the core competencies of the subject of history.Therefore,this paper focuses on the implementation of the idea of depth teaching in secondary history classrooms and instructional design to provide useful references for the in-depth development and improvement of depth teaching in high school history teaching.