Innovation of History Teaching Mode Based on Digital Technology

Introduction

Teaching is a two-way activity, which needs to give full play to the enthusiasm and initiative of both teachers and students. In the traditional “full hall irrigation” teaching method, students' learning is passive, and teachers' teaching is also passive (Li,2021). This teaching phenomenon is still widespread, despite not being conducive to the cultivation of students' innovative thinking (Li, 2021). The trend of integrating science and technology into education is pervasive, as educators are constantly striving to find a perfect teaching method to serve education. History is a comprehensive social science, and for history teachers, relying on traditional teaching resources is ineffective and makes it difficult for students to obtain extensive historical knowledge. Relying on any one approach to resources will limit students' learning. The study of history requires exposing students to the remarkable features of the past. If historical figures and events cannot be presented clearly to learners, they will struggle to perceive and understand history. Therefore, multiple methods of presenting historical materials are needed to create effective learning situations.

Traditional history teaching pays attention to the teaching of historical knowledge, sorting out the sequence and cause and effect of historical events; this often leads to the phenomenon of “cramming” in a step-by-step and passive receptive learning mode (Nan, 2019). Most students trained by this teaching mode have not acquired the ability to solve historical problems, let alone develop a spirit of questioning and innovation. Therefore, it is necessary to improve teaching methods and means and establish innovative classroom teaching models (Chen & Zheng, 2020).

The teacher-student interaction mode needs to be reformed by changing the phenomenon of students' passive acceptance of learning and teacher-centered delivery of information (Shen, 2021). An improved method of interaction would consider differences in teaching, respect students and their opinions, and promote students' independent learning and thinking. In view of this, exploring a practical teaching mode and giving full consideration to the effectiveness of history classroom teaching has become an important research topic. With the continuous development and changes of society, new knowledge, skills, and quality requirements are constantly emerging. The education system needs to adapt to these changes in order to cultivate talents who meet the needs of modern society. Based on the requirements of the new curriculum reform and the practice of history teaching, it is recommended that in teaching history, instructors should choose the most suitable classroom teaching method according to educational objectives, teaching contents, and students' characteristics, so as to improve the quality of classroom instruction(Yin, 2019).

This paper describes innovative research on the mode of teaching history courses with digital technology. This paper presents the design of digital resources for history courses, and it analyzes the learners' grasp of basic knowledge and skills, learning habits and patterns, and the key contents of training courses and teaching purposes. On this basis, a history course resource recommendation algorithm is designed and implemented.