Middle School History Class Asked Problem Design Research

Establish to the junior high school history classroom,is a teacher in junior middle school history discipline characteristic and the junior middle school students' personality characteristics,in the classroom teaching in a planned way has the pertinence,normative and inspirational question,and answer to student feedback evaluation,so as to improve students' enthusiasm to participate in class,make the width of the students' thinking,to expand the breadth and depth of teaching activities.Due to the improvement of national quality and the need of social development,China's education is going through a comprehensive and profound change.Classroom questions have attracted much attention because of their unique value in creating a lively classroom atmosphere and promoting the development of students' thinking ability,innovative spirit and problem-solving ability.It is of great significance to perfect classroom teaching methods and improve students' knowledge accomplishment.This study focuses on the history class in junior high school,analyzes the particularity of the history class in junior high school,investigates the existing problems and their causes in the current history class questions in junior high school,and proposes the general methods for the history class questions in junior high school.The paper is divided into four parts.The first part analyzes the particularity of history classroom questions in junior high school from the perspective of junior high school history learning contents,learning requirements and the physical and mental development characteristics of junior high school students.The second part focuses on explaining the connotation of middle school history classroom questions,and analyzes the value of classroom questions from the aspects of inspiring students' thinking,better realizing the three-dimensional goal and strengthening the internal connection of knowledge.The third part USES questionnaire,interview and classroom observation to investigate and analyze junior high school students' history classroom questions.According to the survey,the main reasons affecting the history classroom questions in junior middle school are backward teaching concept,inadequate methods and skills,and lack of experience.The fourth part puts forward the general methods of asking questions in the history class of junior middle school,including: finding the entry point of asking questions,asking questions for all students,reasonably grasping the rhythm of asking questions,paying attention to the system and level of asking questions,and giving scientific feedback to students.Due to the limitation of specific conditions,this study only carried out a sampling survey on the middle school where the author is from in the research process,which may not fully reflect the situation of all the history classes in middle schools.The analysis of the survey results does not further classify the students,and the depth of the analysis needs to be improved.Although this study puts forward some improvement Suggestions for classroom questions,it may encounter challenges in the implementation of teaching practice.For example,teachers may not have a clear understanding of the level of each student when teaching a large number of classes,which will affect the grasp of the degree of difficulty and evaluation method of teachers when asking questions.In addition,there may be differences in teaching methods between recitation and inquiry sections,and it is not necessary to ask questions before,during and after class.This study does not make a special analysis of such cases.