Research On The Application Of Classroom Questioning In The Cultivation Of Junior Middle School Students’ Historical Interpretation Literacy

The history discipline is an important part of the national humanities and social discipline,and bears the heavy responsibility of establishing morality and cultivating people.In 2022,the History Curriculum Standards for Compulsory Education changed the three-dimensional curriculum objectives into five core qualities in the setting of curriculum objectives.Among them,the quality of historical interpretation is the requirement of the application of other core qualities,which is in a key position in the core quality system.Classroom teaching is the main position for schools to implement quality education.Classroom questioning is a common and indispensable teaching method in classroom teaching.Combining classroom questioning with the goal of cultivating historical interpretation literacy will help to implement curriculum standards and promote the development of students’ thinking.Firstly,this article collects and sorts out relevant literature on the topic in order to lay a theoretical foundation for the research.Then,the article analyzes the problems in the history classroom questioning in junior middle school based on the experience of educational practice,questionnaire survey and teacher interview results.Finally,the article combines specific cases to study the questioning design strategies that aim at cultivating students’ historical interpretation literacy.The research is mainly divided into four parts: The first chapter discusses classroom questioning,historical interpretation literacy and the relationship between them.And then it expounds the theoretical basis of classroom questioning in junior middle school.The second chapter analyzes the questionnaires of some students and interviews with some teachers in the junior middle school where the author conducted educational practice.On the basis of the analysis,combined with the classroom observation records,the chapter expounds the problems in the junior middle school history classroom questioning,and concludes that the problems in the classroom questioning mainly include the following four aspects: First,the goal orientation of questioning focuses on memorizing knowledge points.Second,the problem design lacks interest and inspiration.Third,the implementation process of classroom questioning lacks guidance to students’ idea.The fourth is the lack of cultivation of students’ questioning awareness.The main reasons for these problems are school management and education system,teachers’ professional quality and students.The third chapter is to think about strategies of optimizing questions from the two aspects of question design and implementation,so as to cultivate students’ historical interpretation literacy.In terms of designing questions,there are strategies of "clear question objectives","create problem situations","build problem chains" and "design open questions".During the implementation of the questioning process,we should pay attention to "handling students’ answers" and " enhancing students’ awareness of questioning".The fourth chapter takes the lesson New Culture Movement as an example,uses the above strategies to design the teaching process and carries out the teaching implementation.The author communicates with students and instructors after class to write teaching reflections,with a view to providing inspiration to the teaching of first-line history teachers.