Current Situation Research Of Students’ Ability To Ask Questions In High School History Teaching

The difference between history and other disciplines lies in that history can help students understand the development process of human civilization,cultivate humanistic quality,and form correct world outlook,outlook on life and values.Middle and junior high school students have mastered the basic knowledge and learning ability of history,but for high school students,it is necessary to further improve the learning ability of history on this basis.Especially under the new college entrance examination mode of "3+1+2",the importance of history is becoming increasingly prominent in high school and middle school.How to improve high school students’ learning ability of history has become the key to high school history teaching.Questioning ability is an indispensable learning ability of students in the process of history learning,which reflects students’ active learning and independent thinking.It not only contributes to the improvement of students’ historical thinking ability,but also can further improve the effect of students’ history learning and promote teachers’ reflection and professional growth.Therefore,it is very important for high school history teaching to analyze and study the current situation of high school students’ questioning ability.After investigation and research on students’ cognition of questioning ability,the number of students’ questions,the types of students’ questions,the expression of students’ questions and teachers’ feedback on students’ questions,it is found that most teachers and students can recognize the importance of students’ questioning ability from a macro perspective,and students can actively ask questions when they encounter doubts.Teachers can also recognize the significance of giving feedback to students’ questions.It is found that most teachers and students can recognize the importance of students’ questioning ability from a macro perspective.Students can actively ask questions when they encounter doubts,and teachers can also realize the significance of giving feedback to students’ questions.However,in-depth research shows that teachers and students’ understanding of the role of students’ questioning ability is not comprehensive enough,the number of students’ questioning is small,the quality of students’ questioning is not high,the expression of students’ questions is not clear enough,and the feedback of teachers to students’ questioning needs to be improved.The main reasons for these problems are students’ lack of knowledge reserve and students’ low ability to understand history.In addition,it is also related to teachers’ neglect of the cultivation of students’ questioning ability in teaching.Based on the analysis of the current situation of students’ questioning ability,combined with the characteristics of high school history discipline,this paper explores how to cultivate students’ questioning ability.On the one hand,teachers should strengthen the study of relevant theories,enhance students’ problem awareness,improve students’ historical understanding ability,train students’ problem expression ability and actively give various forms of feedback to students’ questions.On the other hand,students should deepen their understanding of questioning ability,expand their knowledge reserve and form the habit of asking questions.Through the above investigation,analysis and countermeasure research,it is hoped that more front-line teachers can pay attention to students’ questioning ability and integrate the training of students’ questioning ability into high school history teaching,so as to promote students’ active learning and improve teaching efficiency,so as to realize the growth of students and teachers’ professional growth.