Empirical Study on Digital Intelligence Technology Empowering the Deep Learning of Middle School History Classroom-Based on the Analysis of Classroom Teaching Video

Abstract

This study examines the impact of digital-intelligent
teaching environments on facilitating students 'transition
from superficial memorization to deep understanding in
secondary school history classrooms. Based on teaching
practices at H University Affiliated High School, the
research employs a three-dimensional deep learning state
representation system to analyze classroom teaching videos,
quantifying the frequency and duration of superficial
memorization versus deep comprehension behaviors. Results
demonstrate that digital-intelligent technology
significantly enhances students' engagement depth and
duration in higher-order cognitive tasks such as analytical
questioning and innovative transfer, while effectively
reducing superficial learning behaviors like rote
memorization and imitation exercises. The study provides
replicable practical cases and data support for empowering
subject teaching and promoting deep learning through
digital-intelligent environments, offering actionable
references for exploring digital empowerment in basic
education and driving comprehensive educational
transformation.