A Study On Questionnising In High School Ideological And Political Classroom

Classroom questioning is an important link for teachers to organize classroom teaching.The effectiveness of classroom questioning will directly affect the effect of classroom teaching.In terms of ideological and political subject,as a comprehensive and activity-based subject course,more attention should be paid to inspiration and guidance.By asking questions in class,students can expand their thinking and deepen their understanding of problems in the teacher-student interaction and student-student interaction,so as to creatively propose solutions to problems.In recent years,there have been a lot of research results on the ideological and political classroom questioning in senior high schools,but there is no scientific evaluation standard for the effectiveness of classroom questioning.The revised Bloom’s taxonomy of educational goals puts forward a two-dimensional classification framework,including knowledge dimension and cognitive process dimension,and gives detailed classification details for each dimension.This classification table is not only helpful to guide the formulation of educational objectives,but also helpful to the research of teaching activities,especially to the research of classroom questioning,which is an important part of teaching activities.Through years of active exploration,high school ideological and political classroom questioning has made great progress.At present,the number of classroom questions can be guaranteed,the level of questions is more diverse,and the quality of questions is also relatively improved.But at the same time,there are still some problems in the current high school ideological and political classroom questioning.First,the number of questions in some classes is large,there is a phenomenon of "random questions".Second,the questions about procedural knowledge and metacognitive knowledge are relatively lacking.Third,focus on low-order cognitive level of questioning,higher-order cognitive level of questioning less.Fourthly,it emphasizes the dominance of teachers and neglects the subjectivity of students.The main reasons are that some teachers are not fully prepared to ask questions,some students are not paying enough attention and the professional evaluation standard of effective classroom questioning needs to be improved.Based on the revised Bloom’s taxonomy of educational goals,this paper proposes the corresponding optimization strategies of classroom questioning from the knowledge dimension and the cognitive process dimension.Specifically,in the dimension of knowledge,teachers should pay attention to the question of factual knowledge and conceptual knowledge,to improve students’ memory and understanding ability;Emphasis should be placed on the questioning of procedural knowledge to improve students’ logical thinking ability and the questioning of metacognitive knowledge to enhance students’ learning and cognition ability.In the dimension of cognitive process,teachers should scientifically control the number of questions and improve the effectiveness of questions.Give consideration to different types of questioning,increase the higher order cognitive level of questioning;Pay attention to the problem level,from the shallow to the deep,step by step;As the grade increases,the number of questions at the higher cognitive level should increase gradually.