A Study Of Question Design In History Lessons In Middle School

Question design has a very wide range of applications in history lessons in middle school.Question design is an important part of classroom teaching,and a good question design can link up the clues of the classroom.At the same time,the newly introduced Junior High School History Curriculum Standards pay great attention to the cultivation of students’ initiative,which puts forward higher requirements for question design in history lessons.Therefore,how to better carry out the question design in history lessons in middle school needs to be given greater attention.So the author has chosen this issue to conduct a relevant study.In the process of writing this paper,we used literature research,observation,questionnaires,interviews,and action research methods.The article begins with a theoretical approach,and explains the concepts of "question" and "question design,"based on Dewey’s "child-centeredness" and "five-step teaching method,constructive learning theory and the "Junior High School History Curriculum Standards".Next,the article analyzes the significance of question design for students and teachers.For students,good question design improves students’ problem awareness and historical thinking skills.For teachers,question design helps teachers get feedback on teaching and promotes their professional growth.In the third part,the author summarized and analyzed the current status of question design in history lessons in middle school through classroom observations,questionnaires and interviews.This direct observation also makes the conclusions drawn more informative and valuable.Starting from this,the author put forward the principles of question design in Part 4;that is,conforming to students’ situations,attaching importance to students’ ability development,and conforming to the characteristics of history subjects.Based on this,the author summarized the specific methods of question design with specific questioning cases:designing questions with hierarchy to enhance students’ participation;designing eye-catching questions to attract students’ interest;providing sufficient historical materials to make the class have a historical flavor";creating sufficient historical situations to improve students’ sense of immersion;and designing open questions to enhance students’ ability.Finally,on the basis of this principle and method,the author made the teaching design of the lesson "May Fourth Movement" in the first book of the ninth grade of History and Society(2018 edition)of PEP edition,and carried out the teaching practice in the class she taught,and after the lesson,she made another summary and reflection about the problem design of the lesson.The author hoped to verify the theory with practice,and to enrich and improve the theory in the process of practice.Through the study of this paper,the author hoped to make up for the lack of research on related issues in the academic field and to provide some reference for exploring better question design in history lessons in middle school.