Research On Classroom Questioning Strategies Of Ideological And Political Teachers In Senior High School

No matter how the teaching mode is changed,questioning has always been an important means for educators to give feedback on students' learning,enlighten their thinking and promote the teaching since ancient times.In terms of the teaching process of ideological and political class in senior high school,teachers' scientific inquiry and feedback evaluation process can guide students to keep correct political thoughts,improve their core literacy of the discipline,enhance their social understanding and participation ability if the questions are combined with the discipline characteristics of this kind of class and designed carefully,which helpsstudents form a scientific world outlook and the right outlook on life and values.Aimedat analyzing each link of teachers' questioning more pertinently,this study intends to find out the common problems and reasons,and put forward the strategies to optimize the classroom questioning by studying teachers' classroom questioning in ideological and political class in senior high school.This paper is divided into four parts.The first chapter introduces the connotation,theoretical basis,value,uniqueness and types of classroom questioning of senior high school ideological and political teachers,in order to lay a theoretical foundation for the research of the core content of this paper,and provide guidance for finding problems and putting forward optimization strategies.The second chapter explores the common problems which exist in the process of classroom questioning as well as analyzes the reasons by formulating the corresponding questionnaire,observing the classroom records other than the statistical analysis of data results.The common problems the author finds are as follows:the lack of careful design for the question,the lack of scientific methods during the process of implementation,and the lack of the reflection and understanding after the question.In the meanwhile,the causes of the problems are analyzed from three perspectives,teachers,students and systems.In the third chapter,the author discusses a series of optimization strategies to improve the effectiveness of classroom questioning corresponding to the existing common problems and the reasons.The strategies are put forwardfrom four aspects.Firstly,teachers should establish the people-oriented educational concept;in the second place,teachers are supposed to improve their questioning strategies in class;the third one is to improve students' ability to participate in the classroom,and the last one is that the school is responsible for providing strong supports.Among them,the second one,the key point the author desires to discuss,includes four parts: the teacher' starting point before question design,the teacher's question design and question implementation in class,and the reflection after questioning.When it comes to improving students' ability to participate in the classroom,the author emphasizes that the ideological and political course must be attached great importance to encourage students to dare to question by overcoming their fear of difficulties.Finally,in terms of the school's support,reasonable arrangement for the class hours of ideological and political courses is a must,in addition,improving the evaluation mechanism of questioning skills and carrying out professional training for teachers should also be taken into consideration.