The Research Concerns Strategies To Optimize The Design Of The High School Geography Classroom Questions

The "ordinary high school geography curriculum standard (Experiment)" advocates to cultivate the students’ learning abilities and survival abilities and pays more attention to the study of geography problems. As we know, classroom question is the way by which our teachers communicate with the students. However, it plays a key role in the successful teaching during which the students will actively get involved. Moreover, high-quality and high-efficiency classroom questions have an important effect on promoting the development of the students and improving the classroom efficiency. Therefore, the design of classroom questions plays a positive role in dealing with the classroom problem smoothly, let alone to achieve the teaching goals of the classroom. In this paper, through questionnaire survey, classroom observation and other methods, we can understand the present situation of the high school geography classroom questions and then analyze the questions. On the basis of the theory of the zone of proximal development and the cognitive level field theory, I put forward some strategies to optimize the design of the high school geography classroom questions in terms of the starting point of the question design and the design of problem situation, which aims to provide some references for high-quality geography classroom problems in middle school and promote the effective implementation of New Curriculum.