Research On The Application Of Classroom Questioning In The Teaching Of Ideological And Political Courses In Senior High Schools

With the introduction of the "General High School Ideological and Political Curriculum Standards(2017 Edition,2020 Revision)"(hereinafter referred to as the "New Curriculum Standards"),the "student oriented" teaching concept has gradually been implemented in the teaching of ideological and political courses in high schools,which means that we need to view classroom questioning from a completely new perspective.Classroom questioning is a teaching method that almost every teacher uses in classroom teaching.It is of great significance for improving students’ core academic literacy,teachers’ professional development,and teacher-student dialogue.This article focuses on the application of classroom questioning in high school ideological and political classroom teaching,and mainly conducts the following four parts of research:First,clarify the significance and principles of questioning in the ideological and political classroom of high school.Based on the analysis of a large amount of literature and practical requirements,on the one hand,it defines the concept of questioning in the ideological and political classroom of high school,and clarifies the importance of using questioning in the ideological and political classroom teaching of high school;On the other hand,based on the classic discussions on the teaching of ideological and political courses in current political theory,the necessary principles for using classroom questioning in the teaching of ideological and political courses in high schools are proposed.The second is to investigate the current situation of questioning in the ideological and political classroom in high schools.The IRF teacher-student interaction analysis model,which reflects the characteristics of the discipline,is mainly used to observe teaching examples of ideological and political classes in high schools,supplemented by questionnaire surveys and teacher interviews to summarize the effectiveness of classroom questioning in the ideological and political classes in high schools.The third is to summarize the main problems and reasons in the application of questioning in the ideological and political classroom of high school.After conducting a questionnaire survey on some senior high school students,conducting structured interviews with senior high school ideological and political teachers,and observing teaching records,it was found that the existing problems in senior high school ideological and political classroom questioning mainly focused on multiple aspects such as the main object of questioning,content methods,timing and rhythm,and evaluation feedback;By analyzing the reasons based on the survey data,it has been found that the factors that constrain the implementation of questioning in high school ideological and political classes mainly come from three aspects: teachers,students,and the external environment of teachers and students.Fourth,based on the current situation analysis,propose countermeasures to improve the quality of classroom questioning.Based on the analysis of the problems and causes in the previous section,and in combination with the basic principles to be followed in high school ideological and political classroom questioning,this study proposes specific strategies for optimizing high school ideological and political classroom questioning from five aspects: content design,subject and object selection,implementation methods,implementation rhythm,and feedback evaluation.