Study Of Interactive Strategies In High School History Classrooms For Deep Learning

Classroom interaction,a foundational element of classroom culture,profoundly affects students’ learning status and outcomes.In long-term curriculum research and practice,the focus of the history education community on classroom interaction has been mainly on theoretical discussions and analysis of teaching clips,lacking of systematic research on training objectives,practice directions and lesson design.Deep learning as an effective way to develop historical thinking skills and cultivate core literacy in history subjects,is an effective way to achieve active and personalized learning under the guidance of the teacher.The cultivation of core literacy requires the support of authentic learning skills,this means a transformational change in classroom teaching.The combination of deep learning and classroom interaction is not abrupt,they have an inevitable logical relationship.The value of history classroom interaction is to transform teaching and learning,leading from teachers’ teaching to students’ learning,and create an independent,cooperative and inquiry-based history learning classroom.History classroom interaction from a deep learning perspective emphasizes the breadth and depth of teacher-student interaction,and attaches importance to the cultivation of learners’ deep learning ability and deep learning tendency,which can provides a new way for teachers to improvement teaching mode,so as to help students learn to learn,and then improve deep thinking ability and practical and application ability,and finally to understand history or the world more comprehensively and objectively.Combining cognitive interaction,thinking interaction and affective interaction of students engaged in history learning,History teachers design progression of thinking questions around“historical understanding”“historical evidence”“migrating applications”“question generation”from low to high in the specific teaching process.Promote students’ higher-order thinking through interactive questions.Exploring the interactive model of dialogue involving multiple subjects in the continuous transformation of teachers’ roles,promote inquiry-based student-to-student dialogue through "Thinking Together Project" that include explanations,proofs,etc.Select historical resources appropriately to create thematic situations based on historical concepts and embedded situations based on historical details,giving students an authentic learning experience.We hope to promote the cultivation of core literacy and the development of deep learning ability in history subjects with high-quality classroom interaction.