Research On The Questions In History Class Of Junior Middle School Based On The Core Literacy Of History Discipline

With the continuous progress of society and the continuous development of education,China's new curriculum reform is also deepening.One of the highlights of the new curriculum standard change is the core literacy of history disciplines.Therefore,how to cultivate the core literacy of students in history discipline has become the focus of current history teaching.After all,the implementation of core literacy must be carried out in teaching practice activities,and classroom questioning is to promote and guide students' learning during the teaching process.An important teaching method,teachers can strengthen the natural connection of various teaching links by asking questions,timely obtain the knowledge of students,and ensure the quality of classroom teaching.Therefore,how to implement core literacy in the process of questioning in the history class has very important research significance.In the related research on the questioning of history class in middle school by academic circles at home and abroad,more research directions are inclined to some theoretical level or the discussion of history teaching in the macro sense.Articles that can explore the questioning of history class in junior high school in combination with specific teaching cases less.Therefore,the purpose of this article is to explain the core literacy theory of history disciplines.Based on the current junior high school history classroom questioning problems,combined with specific junior middle school history classroom questioning activity design cases,the corresponding questions from the perspective of core literacy Principles and suggestions for improvement are explained in detail.To this end,the research of this paper is divided into four parts: Chapter one is a basic discussion of the core literacy concept,constituent elements and the relationship between them.The second chapter is based on the core literacy of history disciplines to put forward the principles followed in junior high school history classroom questions:Scientific principle;enlightening principle;subjective principle;relevance principle.In Chapter 3,I interviewed some teachers in three middle schools in my area and conducted questionnaire surveys on some students to grasp the current status of junior high school history classroom questions.I pointed out the problems from the aspects of problem design and classroom question implementation.The main reasons are: theteacher's design of the problem is only to implement the knowledge points;the teacher does not grasp the difficulty of the problem reasonably;the waiting time is insufficient;the choice of the questionees is blind and random;Chapter 4 puts forward countermeasure for improving junior high school history classroom questions based on the core literacy of history disciplines: elaborately design questions and infiltrate historical materialism;comb the content system and strengthen the concept of time and space;rational use of historical materials to cultivate evidence of historical materials;ensure classroom inquiry and enhance historical interpretation;Deepen the content of the classroom and internalize the feelings of the country.Through this kind of research,it is hoped that it can provide a certain amount of inspiration and help for the majority of teachers to cultivate core literacy of students through classroom questioning in specific teaching practices.