Question Pedagogy And Its Operation In The History Course Of Senior High School

Question pedagogy, which is of long standing, occurred in Ancient Greece. At the beginning of the 20th century, Dewey ever presented the question pedagogy. With the rapid development of science and technology, implementation of the reform of world course and deep-going study of mental psychology since 1950s and 1960s, more attention is paid to the question pedagogy, which has become a new wonder in the modern pedagogy.In the current days of information technology, people pay more attention to"questions", which comes from a spirit of doubt, a true call for the creative talents. In the modern society, the criteria for evaluating the talents has changed, and the most important characteristic of the creative talent is not to grasp more existing knowledge but to actively find, explore, experience and resolve questions so as to possess the capability to obtain and use the new knowledge to carry out innovations. It can be said that awareness of questions and capability of questions are the basis of innovative capability. Professor Yuan Zhenguo presents that"the essence of question teaching is to let students with questions go to the classrooms and go out of the classrooms with more questions". This can be the advanced teaching thought in the question teaching.The question pedagogy is an advanced teaching method, focusing on questions to carry out teaching activities. It is more important to establish questions than find questions. It is not the fundamental target to resolve questions. The question pedagogy, in fact, is the method of innovative education. The key of practical question pedagogy is the teacher who is innovative.In this paper, the combination of question pedagogy and history course of senior high school is discussed, the use of question pedagogy in the history teaching of senior high school is concluded and the new functions of question teaching of history are analyzed. The paper is divided into four parts, consisting of introduction, text, conclusion and bibliography. The text is divided into three parts.In Part 1, the combination of question pedagogy and history teaching of senior high school is discussed from some aspects such as meaning of question pedagogy, significance of introducing the question pedagogy into the history teaching of senior high school, meaning of questing teaching of history, basic characteristics and basic principles, etc.In Part 2, the use of question pedagogy in the history teaching of senior high school is concluded from questioned objects of question teaching of history, context setting of question teaching of history and typical cases of question teaching of history, etc.In Part 3, the disadvantages of the past traditional question teaching are rethought and the new functions of question teaching of history are analyzed.In conclusion, teaching is not to simply repeat the existing human knowledge but to carry out innovations on the basis of inheriting it. History teaching is no longer the simple"cramming"or completing the teaching tasks in phases but to cultivate students'thinking quality and lifelong learning capability. It will be sure to improve the quality of students by grasping the essence of question pedagogy and effectively operating the question pedagogy.