Research On The Cross-question In Junior High School History Classroom Teaching Based On Subject Key Competencies

Cross-question in classroom teaching refers to that teachers ask questions again according to students’ answers after raising questions in classroom teaching,which is a commonly used question teaching method.And effective classroom teaching inquiry plays an important role in improving the quality of history classroom teaching.In April 2022,the Ministry of Education promulgated the new curriculum standards for junior high school history,which adjusted the teaching objectives of junior high school history from the original three-dimensional objectives to five core qualities,ushering junior high school history teaching into a new period of literacy objectives.Coupled with the implementation of the "double reduction" policy in the compulsory education stage,it is necessary to study how to implement the subject core literacy objectives in the limited classroom teaching time,so as to build an efficient history classroom.In view of this reform,effective classroom teaching inquiry can directly attack students’ thinking,deeply restore the historical situation,promote students’ indepth learning,build an efficient classroom,and achieve the classroom goal of literacy.On the basis of explaining the reason for the topic selection and the research status,this paper explores the question of junior high school history classroom teaching questioning which points to the core quality of the subject based on the definition,theoretical basis and importance analysis of junior high school history classroom teaching questioning.In the main part of this paper,20 examples of Chengdu junior high school history teachers’ high-quality teaching competition classes are selected to analyze the problems of junior high school history teachers’ insufficient understanding of the importance of questioning and the insufficient questioning of the core quality of aggregated disciplines in classroom teaching.Then,it puts forward the principles of the unification of science and thought,directivity,hierarchy,appropriateness,inspiration,and timely evaluation of junior high school history classroom teaching inquiry,as well as the implementation strategy of junior high school history classroom teaching inquiry based on the five core qualities of history.Finally,it takes the Politics of the Northern Wei Dynasty and the Great Integration of Northern Ethnic Groups as an example.Practice exploration of junior high school history classroom teaching inquiry based on subject core accomplishment is carried out to provide reference for the majority of junior high school history teachers.