A Study On The Development Of Students' Questioning Skills In High School History Teaching

The study of strategies to develop high school students' historical questioning abi lity is conducive to enhancing students' historical literacy and practicing the teaching requirements of the secondary school history curriculum reform,which has both theor etical and practical significance.The first chapter elaborates on the concept of historic al questioning ability:"Historical questioning ability is students'literacy guided by his torical materialism and dialectical materialism,good at asking questions about previo us historical understanding through the mediation of historical materials,and aiming a t grasping the essence and laws of history.It includes the student's courage to challen ge historical authority,the habitual act of questioning,and the ability to ask valuable q uestions adeptly." History questioning ability can be divided into three levels from lo w to high:questioning spirit,questioning behavior,and questioning depth.Chapter 2 focuses on analyzing the factors that affect high school students' abilit y to question history.First,in terms of students' learning,the influencing factors inclu de students' historical basis,interest in learning history,their reading status of historica 1 classics,their level of interpretation of historical materials,and their historical imagin ation.Secondly,in terms of teachers' teaching,neglecting the teaching of questioning skills,not paying attention to classroom discussion activities,and lacking the use of v arious aspects of historical materials,can limit the development of students' historical questioning ability.Finally,in terms of students'psychology,students' blind obedienc e to authority and fear of questioning can also hinder active questioning.Chapter 3 proposes three countermeasures for developing high school students' a bility to question history:First,create a context to stimulate the spirit of questioning.Among them,creating contexts includes creating equal learning situations without bli nd obedience to authority and open system teaching problem situations.Second,guide students to start a pluralistic dialogue with historical materials,teachers and classmat es to induce questioning behavior.Multiple dialogues require the use of hermeneutic p erspectives and discussion activities in teaching.Third,teach students questioning skil is and strengthen the depth of questioning.On the one hand,it is to broaden students'questioning types and guide them to question comprehensively;on the other hand,it i s to deepen students' questioning levels and optimize their questioning styles.In addit ion,this chapter suggests two points of attention for teachers in developing students' q uestioning skills:First,to use historical materialism and dialectical materialism as the oretical guides to moderate questioning and prevent falling into historical nihilism.Se cond,the teacher should assume the chief among equals and appropriately establish a position of intellectual authority.Guide the direction of students' questioning.Chapter 4 takes the lesson "The Two Opium Wars" in the unified version of high school history textbook as an example to analyze the teaching of this lesson and to des ign teaching cases from the perspective of developing students' historical questioning ability.