| With the deepening of curriculum reform,China has built a key competenciesis framework,which is the starting point and foothold of curriculum reform and an important way to achieve the task of cultivating virtue and cultivating people.Each section and discipline completes the key competenciesin stages according to the characteristics of the discipline and the physical and mental development of students.Key competenciesis the integration and transcendence of knowledge,skills and attitudes,which focuses on cultivating people’s higher-order literacy,that is,people make clear and rapid correct judgments,decisions and actions in the face of complex and changeable situations;Focus on cultivating human moral character and cultivating qualified citizens.This paper is divided into six parts,the first part of which is an introduction,which mainly expounds the reasons for topic selection,concept definition,theoretical basis,domestic and foreign research reviews,and explains the significance,research methods and innovations.The second part is the investigation and analysis of the design and teaching status of history classroom questioning,using questionnaire survey to analyze the problems and causes of current high school history classroom questioning,re-examine the value of classroom questioning,and combine classroom questioning with key competencies cultivation.The third part is about the principles of questioning design for key competenciestraining goals of subjects,which is the principle to be followed to achieve key competencies classroom questioning.The fourth part is about the types and basis of questions about history teaching.There are questions,follow-up questions,and rhetorical questions.Based on curriculum standards,academic conditions,and textbooks.The types and basis of questions provided a reference for the goal of completing key competencies questioning.The fifth part,the implementation strategy for history classroom questioning,is the focus of this article.This part is guided by the theoretical foundation,basis and principles,and different strategies are proposed according to the different characteristics of the five core competencies,and students’ core competencies are cultivated through classroom questions.The sixth part is the epilogue,which is a summary of the generalizations and shortcomings of this article. |
