Research On Effective Questioning In High School Ideological And Political Class From The Perspective Of Critical Thinking

The critical thinking ability have always been important skills to realize people’s all-round development.High school ideological and political theory course is a key moral education course to cultivate students’ all-round development.Teachers must get rid of the bondage of "exam-oriented education",actively engage in teaching reform,and stimulate students’ cognitive drive,improve the effectiveness of class and develop students’ critical thinking ability by organizing effective classroom questioning in a planned,targeted and creative way.Based on this,this study conducted an in-depth discussion on effective questioning in high school ideological and political classes from the perspective of critical thinking.The thesis mainly includes four chapters.The first chapter is the introduction,which mainly discusses the background,reasons,significance,research status at home and abroad,research design and methods,and research difficulties.The second chapter clarifies the connotation of effective questioning and critical thinking in high school ideological and political class through literature research,and clarifies the theoretical basis and question structure and type of this study.On this basis,it explains the relationship between effective questioning and critical thinking development in high school ideological and political class,and clearly defines the evaluation criteria for the effectiveness of questioning in high school ideological and political class.The third chapter,through questionnaire survey of students,interview of teachers and field observation of high school ideological and political class,grasps the existing basis of critical thinking training in high school ideological and political class,and analyzes the current situation of effective questioning in high school ideological and political class under the new situation.It is found that the existing problems are reflected in the relationship between teachers and students: from the perspective of teachers,there is a lack of well-designed questions;Lack of problem context creation;Question four aspects of improper operation of each link and lack of feedback evaluation.From the perspective of students,there are students lack of personality and strong dependence;Students lack the courage to question the problem and students’ sensitivity and curiosity to the problem are not strong.The reasons are mainly reflected in the three aspects of teachers,students and schools.As for teachers,teachers’ ideological understanding and attention degree,questioning ability and critical thinking ability are all important reasons for the existing problems.For students,the root cause is their own "lazy thinking" is serious,resulting in problems do not want to think,do not reflect,dare not ask questions;In the case of schools,the evaluation mechanism,the emphasis on the cultivation of critical thinking and the lack of special training of classroom questioning ability are the key factors causing the problems.The fourth chapter puts forward targeted and operable effective paths according to the problems found in the investigation and research,mainly including the contents of teachers,students and schools.First of all,at the level of teachers,the key is to build a "thinking teaching culture" and make themselves a scientific critical thinker.The specific implementation requires teachers to work hard in four dimensions,including their own literacy,effective use of questions,questioning process and feedback evaluation.Secondly,at the level of students,it is particularly important to change the concept from "I want to ask questions" to "I want to ask questions".They should learn to self-monitor learning,pay attention to the accumulation of knowledge,and cultivate their own awareness of problems.Finally,at the school level,the construction of "strong critical thinking campus culture" is the most favorable condition for the school to cultivate critical thinking through effective questioning in ideological and political classes of high school.In the short term,the school should carry out special training of questioning teaching and design thinking teaching.In the long run,the school should integrate dialogical and critical thinking through the overall situation in curriculum design.The course of ideological and political theory should be designed scientifically,and the teaching evaluation method should be reformed to protect the development of critical thinking.The fifth chapter,according to the problems discussed in this study,selects the content of "scientific legislation" as the teaching case,in order to increase the persuasive power of the paper.