The Investigation On Current Situation And Analysis About Countermeasure Of Classroom Questioning In High School Ideological And Political Class

Classroom teaching is the process of communication between teachers andstudents, and questioning is the foundation of good communication. As the mostcommonly used and the oldest teaching method, questioning has been in use since theancient Confucius period. In the West, Socrates, the ancient Greek philosopher, wasthe first to use the teaching method of "Spiritual midwifery", and questioning is thecore. No matter in the cultivation of students’ logical thinking ability, or in theenhancement of the teaching ability of teachers, classroom questioning has its specialstatus and function. In the high school Ideological and Political classroom teaching,questioning is not only a very important link, but also plays a role which can’t bereplaced by other teaching methods. However, if the role of questioning is really to beachieved, it is essential to take the validity of questioning as a prerequisite. However,the reality shows, although the amount of questioning in high school Ideological andPolitical class is considerable, the quality of questioning still needs to be improved.Especially, the questioning art of individual teachers remains to be strengthened. Inthis paper, I take a Xiangtan senior middle school as an example, and conductquestionnaire surveys, class lectures and interviews to learn the present situation ofhigh school Ideological and Political Course questioning in our country. The aim is tofind the existing problems in classroom questioning, to analyze the reasons for theseproblems, and to focus on looking for measures to address these issues, and to do poorpower to enhance the effectiveness of high school Ideological and Political Coursequestioning.The full text is divided into four parts: The first part is introduction. Itsummarizes the topics of the reasons, the research status at home and abroad, thestudy characteristics, the study significance, the study ideas and methods. In thesecond part, I explained the significance of the Ideological and Political Coursequestioning from three dimensions: the questioning is the “engine” to induce students’thinking, the “barometer” to reflect the art of teaching, and the teachers’“booster” tocontrol the teaching. In the third part, I conducted a questionnaire survey in this highschool to learn the present situation of the Ideological and Political Coursequestioning from four dimensions: the degree of questioning, the form of questioning,the purpose of questioning, and the reflection of questioning. I also made individual interviews and class lectures, and have discovered and summarized the following fourmain issues: Teachers prepare inadequately for questioning; The quantity and qualityof questioning is uneven; The purpose of questioning is single; Students are not activefor questioning, and so on. The fourth part of the paper mainly discusses the strategyto enhance the effectiveness of the Ideological and Political Course questioning inhigh school. This paper starts mainly from the following three aspects: The first, theexcellent comprehensive quality of teachers is the foundation to improve theeffectiveness of the Ideological and Political Course questioning in high school. Imainly discuss the question from the aspects of upgrading teachers’ professionalknowledge and questioning techniques, and improving teachers’ educational wisdom,and so on. The second, students’ good learning ability is the core to improve theeffectiveness of the Ideological and Political Course questioning in high school. Imainly discuss the question from the aspects of stimulating students’ interest andinitiative to answer questions, and developing students’ language skills, ect. The third,harmonious teacher-student relationship in classroom is the key to improve theeffectiveness of the Ideological and Political Course questioning in high school. Imainly discuss the question from the aspects of creating a democratic and equalclassroom atmosphere and strengthening the emotional exchanges between teachersand students, and using reasonable art of problem evaluation, ect. The fourth,scientific teaching evaluation system is an important security to enhance theeffectiveness of high school Ideological and Political Course questioning. I mainlydiscuss the question from the aspects of getting out of the errors of theexamination-oriented education classroom evaluation system and building a scientificclassroom teaching evaluation system, and so on.