Research On The Optimization Of The Classroom Questioning Strategies Of Moral And Legal Teachers In Junior Middle School

Classroom questioning is an important part of classroom teaching activities,an important way to achieve teaching objectives,and an effective way to achieve positive interaction between teachers and students.Junior high school is a critical period for teenagers to gradually form correct moral cognition and value judgment.The moral and legal course of junior high school is an important course for moral education of teenagers.In order to achieve the educational goal of this course,classroom questioning has become an important breakthrough,through which teachers can understand the dynamic thinking of students,guide students to make correct value judgment and value choice,so as to achieve the all-round development of students’ understanding,feeling and behavior.This paper studies teachers’ questioning in the classroom questioning of moral and rule of law courses in junior high school,aiming to analyze all links of teachers’ questioning,find out the common problems and causes,and put forward targeted strategies to optimize the classroom questioning of moral and rule of law teachers in junior high school.Firstly,this paper defines the concept of classroom questioning by junior high school moral and rule of law teachers,expounds the theoretical basis and types of junior high school moral and rule of law teachers’ classroom questioning,analyzes the significance and principles of optimizing junior high school moral and rule of law teachers’ classroom questioning strategies,and provides guidance for finding problems and proposing optimization countermeasures.Secondly,through the methods of student questionnaire survey,teacher interview and classroom observation,the present situation of classroom questioning by teachers in S Middle School of Linxia City is analyzed and the reasons are analyzed.The problems existing in the classroom questioning of morality and rule of law teachers in junior middle school mainly focus on three aspects: question design,question behavior and student participation.And from the teacher factor and student factor two aspects of analysis of the existence of the problem.Finally,a series of strategies to optimize the classroom questioning of junior high school ethics and rule of law teachers are explored.The strategies are put forward based on the analysis of problems and reasons,and are carried out from four aspects:teachers’ improvement of professional quality,teachers’ optimization of ethics and rule of law class questioning strategies,teachers’ mobilization of students’ enthusiasm to participate in class questioning and students’ improvement of ability to participate in class.Among them,the improvement of teachers’ professional quality is the foundation,including updating the educational concept,strengthening the study of professional knowledge and improving the questioning skills.It is the key for teachers to optimize the classroom questioning strategies of moral and rule of law courses,including the comprehensive use of different types of questions,the explicit design of questions,reasonable calling and answering,taking into account the universality and difference,multiple ways of calling and answering,mobilizing the creativity of thinking and scientific answers,and highlighting the educational significance.The part of teachers to mobilize students’ enthusiasm to participate in classroom questioning includes creating a democratic and equal interactive atmosphere between teachers and students,creating question situations,improving students’ participation and skillfully using activity design to mobilize students’ enthusiasm.Part of improving students’ ability to participate in class includes changing students’ academic attitude,actively overcoming negative psychology and being good at thinking and expressing.