一直以来，关于知识学习领域当中“理解的学习”的研究，从格式塔学派到巴甫洛夫，再到认知学派，大致遵循着这样一条路径，即学习是客观的。近几十年在知识学习的领域出现了一个新的理论，认为学生的知识学习必须依靠个体主观能动地建构，由建构主义延伸出来的学习理论，将学习者放在了中心位置。人们对于知识学习的关注点，逐渐从“表面学习”提升为“深度学习”。这样使得知识学习的研究，突破了直觉经验的束缚，走向以学习科学为理论基础，采用科学的研究方法，从而整体性改善学生在知识、技能、态度等方面的状况。
      本文旨在探讨初中学生在历史知识学习时，教师如何运用史料实现学生的“深度学习”。研究者采用行动研究的范式，将任教的九年级7个班作为研究对象，实施1个学期内容的教学，经由实践得到资料，再系统全面地反思，完善了运用史料进行历史教学的策略。研究者认为，运用史料进行深度学习可以采取如下策略：一、创设情境促进学生对于历史知识的掌握；二、巧设问题使学生的历史学科思维能力得到提升；三、注重培养学生对于历史的学习兴趣。实践证明，史料在深度学习中运用，使得学生的历史学习兴趣有了较大改善；学生的历史学科能力有了一定提升；学生对于历史知识有了更为深刻、全面的认识。当然，一个学期的教学实践也存在一些不足，需要进一步改进：一、运用史料创设情境时缺乏针对性；二、针对史料设置的问题没有层次性；三、运用史料引导学生产生的情感体验少了触动性。

   For a long time, researches on "understanding learning" in the field of knowledge learning, from gestalt school to Pavlov school to cognitive school, generally follow the path that learning is objective. In recent decades, a new theory has emerged in the field of knowledge learning, which holds that students' knowledge learning must be constructed subjectively and actively by individuals. People's focus on knowledge learning is gradually upgraded from "surface learning" to "deep learning". In this way, the study of knowledge learning breaks through the bondage of intuitive experience, and takes learning science as the theoretical basis and scientific research methods, so as to comprehensively improve students' situation in knowledge, skills and attitudes.
         The purpose of this paper is to explore how teachers can realize the "deep learning" of junior middle school students by using historical materials when they are learning historical knowledge. The researcher adopts the paradigm of action research, takes 7 classes of grade 9 as the research objects, implements the teaching content of one semester, obtains the data through observation, then systematically and comprehensively reflects, and improves the strategy of using historical materials for history teaching. According to the researchers, the following strategies can be adopted in the deep learning of historical materials. Second, the ingenious problem training student's history discipline thinking ability to be promoted; Third, pay attention to emotional experience to cultivate students' interest in history. Practice has proved that the application of historical materials in deep learning has greatly improved students' interest in history learning. Students' ability in history has been improved to some extent. Students have a deeper and more comprehensive understanding of history. Of course, the teaching practice of one semester also has some shortcomings, which need to be further improved. 2. There is no hierarchy in the setting of historical materials; Third, the use of historical materials to guide students to produce less emotional experience.