Study On Problems In Classroom Questioning Of Ideology And Politics Course In Senior High Middle School And Its Optimization

With the development of the new courses reforms requires a corresponding adaptation of the teaching. Classroom questioning is not only an important part of the teaching but also a necessary means to improve the quality of teaching which influences whether the teaching effects could be finally realized or not. Adapting to the new requirements on the ideological and Political class of the high school by the new courses reforms, and combining the characteristics of its contents being very theoretic, its concept being very abstract and not being interesting, as well as developing the students’ abilities of independent thinking, innovation and cognition, the teacher is therefore required to emphasize on applying the classroom questioning in the teaching. An excellent teacher in the class has always been good at enlightening the minds of the students and leading them to acquire the knowledge by properly questioning. Classroom questioning of students to teachers is an important manifestation of classroom interaction between teachers and students. The process of questioning is also a process of information feedback. Classroom questioning helps to make a harmonious and positive atmosphere, widen the thoughts and enlighten the minds of the students, stimulate their interests for studying, improve their consciousness of issues, learn to positive participation and practice their abilities of expression. It also fulfill the requirement that classroom questions should pay attention to "Q & A", "communication", creating an atmosphere of teacher-student interaction in the classroom and giving students questions autonomy. However, in recent years, in the practice of classroom questioning nearly half of question is invalid. The practices of classroom questioning in the ideological and political class reveal several problems such as the teachers don’t have planning and lack a grasp of the "limit" in questioning; the students are not positive in participation and those who likes to give an answer are always fixed minorities; the students don’t have time to question, which makes an absence of their subjectivity. On the basis of the present situation, the paper tries to analyze the reasons behind and put forward some practical optimizing strategies.In this context, the paper exploits a variety of research methods to study the optimization strategies, including the field visits to the ideological and political classrooms of the high school and questionnaire survey. The paper mainly consists of four parts:The first part is an introduction, which consist of the significance of the selected topic, the research status of the selected topic from home and abroad, the research purpose and methodology of the research, and the innovation of the paper.The second part is a theory outline on the classroom questioning, which analyzes the basic connotation of questioning and classroom questioning, and their categories, functions and importance.The third part researches the survey results of classroom questioning in ideological and their own teaching experiences, analyzes the current problems in the classroom questioning and explores the main reason for this phenomenon.The fourth part put forward some optimization strategies for the ideological and political class. In this part, the relevant issues are respectively illustrated, including the basic principles of enlightenment, subjectivity, opening and effectiveness, and the strategies of "three steps" by the teachers’ questioning, the strategies of the subjectivity of the students and the evaluation and reflection strategies.