A Study On Questioning In High School History Classroom Based On The Concept Of Dialogue Teaching

In the context of the new curriculum reform which emphasises people-oriented,student development-oriented and guiding students to learn actively,the classroom teaching reform requires teachers to get rid of the traditional one-way indoctrination teaching method which ignores the main learning status of students,and to innovate a teaching method which is mainly guided by teachers and independent learning by students,so as to greatly mobilise students’ enthusiasm to participate in classroom teaching interaction,activate students’ learning status and let them The teaching method is based on teacher-led and student-led learning.As a new teaching concept that meets the requirements of the new curriculum reform,dialogue teaching,with teacher-student interaction as its main feature,has become increasingly prominent in classroom teaching practice.As the main form of dialogue and communication between teachers and students and the main position for the implementation of the new history curriculum reform,classroom questioning has revealed many problems in the real classroom teaching practice,such as ineffectiveness and arbitrariness,which not only affects the dialogue and communication between teachers and students,but also affects the development of students’ historical thinking skills and the enhancement of their problem-solving abilities.This study focuses on how to improve the effectiveness of questioning in the high school history classroom and how to implement the development of students’ historical learning skills through classroom questioning.Therefore,this study aims to reflect on history classroom questioning activities through the concept of dialogue teaching and proposes effective strategies to enhance the effectiveness of history classroom questioning,achieve high quality history classroom questioning,and promote the development of students’ knowledge and skills in the process of problem solving.This study is divided into six parts.The first part is the introduction,which focuses on the development of the new era,the need to implement students’ core literacy in the new curriculum reform and the needs of history classroom teaching,and provides a review of theoretical findings related to the topic.The second part is a theoretical foundation and an analysis of related concepts.This study explains the concepts of dialogue teaching and classroom questioning through a review of existing literature and presents the theoretical foundations of this study.The third part is a survey and analysis of the current status of questioning in high school history classrooms.This study aims to investigate the effectiveness of classroom questioning.By using questionnaires to investigate and analyse the current situation of questioning in high school history classrooms,it identifies the problems and analyses the reasons for them,and lays the foundation for proposing relevant strategies later on.The fourth part is an analysis of the relevance of the concept of dialogue teaching to questioning in the high school history classroom.This section illustrates the close connection between dialogue teaching and classroom questioning,and points out the basic principles of targeting,question provocation,subject interaction,process openness and evaluation development that should be followed in the high school history classroom questioning under the concept of dialogue teaching.The fifth part is the main part of the thesis.Taking dialogue teaching as the theoretical point of reference for problem solving,the thesis proposes effective strategies for history classroom questioning in three stages:classroom question preparation,classroom question implementation and classroom question feedback,and then improves the quality of history classroom questioning.Firstly,in the preparation stage,teachers should clarify the objectives of classroom questioning,and design effective questions that meet students’ learning needs on the basis of the analysis of learning conditions,and increase the proportion of open-ended questions,so that students can mobilise higher-level cognitive thinking in problem solving and achieve comprehensive application of knowledge.Secondly,in the implementation stage of classroom questioning,students’ interest in questioning is stimulated by creating a relaxed and harmonious environment and creating problem situations,and teachers are also required to address the situation where students do not know how to ask questions and are afraid to do so,so as to strengthen the cultivation of students’ problem awareness.Finally,during the feedback stage,teachers are expected to recognise students’ responses and provide guidance on skills and methods through appropriate questioning and fine-tuned assessment,helping students to master transferable and universal problem solving through a single problem.The sixth section concludes with a summary of the main elements of the study and a reflection on its shortcomings.In conclusion,the concept of dialogue teaching,as an echo of the new spirit of the times in the field of education and teaching,emphasizes good dialogue between teachers and students,mutual enlightenment and mutual progress,as well as the connotation of the idea of promoting the development of students’ thinking in dialogue and communication,which coincides with the pursuit of the value of effective classroom questioning in forging and refining students’ core literacy skills.The concept of dialogue teaching as an important theoretical guide for the study of history classroom questioning is therefore of great significance for improving the quality of history classroom questioning in high schools.