Research On Effective Questioning Strategies Of Ideological And Political Course In Senior Middle

Questioning as the main channel of teacher-student communication has now become a hot spot in basic education.Questioning is a common and important teaching activity in classroom teaching.Through effective questioning,teachers can grasp the learning situation of students in a timely manner according to the answers of students,and better adjust teaching,Improve the quality of teaching;can also deepen students' understanding of knowledge points,stimulate students' interest in ideological and political courses,expand their thinking,and improve students' ability to discover and solve problems.How teachers pre-set questions,implement questions in the classroom,and evaluate students' answers will directly affect the teaching quality of the entire class.Therefore,only the skillful use of high school ideological and political classes to effectively ask questions can promote the overall development of students and the development of teachers' professional capabilities.The object of this research is the effective questioning of high school ideological and political courses.The full text is divided into four parts: The first part of the introduction contains the basis and significance of the research topic,the research status at home and abroad,research ideas and methods,and the key difficulties and innovations of this thesis.The second part discusses the theoretical research on the effective questioning of high school ideological and political courses.First of all,it discusses the meaning of effective questioning,effective questioning in high school ideological and political courses and the related theoretical foundations of Confucian "heuristic" teaching thought,humanistic theory and constructivist learning theory.Secondly,it expounds the principles that should be followed for effective questioning in high school ideological and political classes.Finally,it expounds the significance of effective classroom questioning in high school ideological and political classes from the perspectives of teachers and students.In the third part,a questionnaire survey was conducted among 500 students and 10 political teachers of S Middle School in Yibin City,and they walked into the classroom to observe 15 ideological and political classes,and found that there was still a tense atmosphere for questioning in the classroom,and the students' enthusiasm for active participation Not high;the question setting is of low interest and lacks generative questions;it is mainly for teachers to ask questions,neglecting to cultivate students' problem awareness.And explore the reasons that affect the effectiveness of classroom questioning.The fourth part proposes optimization strategies to improve the effectiveness of high school ideological and political classroom questioning from three aspects: question and answer guidance for students,problem design for teachers,and implementation of questions.Finally,it combines the excellent teaching case of "Value Judgment and Value Choice" in the philosophical life of the high school ideological and political class and the questioning behavior in the teaching record fragment guided by the teaching design to demonstrate the feasibility of the proposed strategies and suggestions.Although it is a long process for teachers to use effective questioning skillfully,as long as we realize the importance of effective questioning and continuously improve their questioning skills,teachers will eventually be able to control the classroom with their proficient questioning ability and ignite students' learning thinking with effective questioning Enthusiasm for politics class.