The Exploration For The Application Of Question Teaching Method In The High School History Classroom

With the development of society and the advance of era, our country pay more and more attention to the cultivation of the innovative talents. A new round of curriculum reform emphasizes quality education and the cultivation of students’ creative thinking. Question teaching method is one taking questions as the core of the teaching, which makes the teaching content in the form of questions cleverly show students. Through problems, teachers guide students to thinking and inspire students’ thinking, which will improve students’ ability to analyze and solve problems, and cultivate students’ innovative consciousness. Therefore, the question teaching method is being popularized and applied widely in the high school classroom teaching practice. However, due to the traditional teaching ideas and the influence of the exam-oriented education, teachers and students lack correct understanding of the question teaching method. What’s more, for the professional quality of teachers is limited and students foundation is weak,a series of problems exposed in the process of applying the question teaching method. In order to better implement the new curriculum reform and give full play to the role of question teaching method in classroom teaching. teachers should constantly update their concepts, make efforts to improve their professional quality, and grasp the skills and ways of the question teaching method in the process of teaching practice. besides, teachers should make efforts to reduce the problems appeared in the course of teaching, and maximize the advantage of the question teaching method.The thesis takes Ruyang Experimental high school as an example to carry out the classroom study on the deficiencies of the application of the question teaching method in the senior high school history teaching, based on the analysis of the connotation and theoretical basis. And the author analyzes the reasons and puts forward the method to solve the problems to summarizes the general strategy the question teaching method should follow in the high school history classroom teaching. This article is divided into five parts. The first part is introduction, which elaborates the research reasons, purposes and significance, research review, research methods and innovation. The second part, combining previous explanation about the question teaching method, sums up the connotation of the problem teaching method from two aspects, and then analyzes the theoretical basis of the question teaching method in marxist philosophy and the theory of educational psychology, which is taken as a theory support in this paper. Taking Ruyang experimental high school as an example, the third part shows the basic situation investigation and the analysis of the results of the investigation and finds out the problems arising from the application of the question teaching method in the high school history classroom. Combing the shortcoming of the question teaching method in the high school history classroom existing in the using process, the fourth part discusses the issue about the general strategy of the question teaching method high school history classroom effective use teaching should follow. The fifth part is conclusion, which combs and summarizes the contents and train of thought, and points out the deficiencies of the thesis, and the next research direction.