Research On The Promotion Of Students' Question-raising By Geography Teaching In Middle School

Dare and able to think, good at asking questions is not only the expression of the students' initiative study, but the nucleus of their creative spirit upholding and innovative ability formation. Albert Einstein believed that finding the questions and setting forth them are more important than answering. Due to various reasons, in middle schools' teaching nowadays, the teachers speak all through the class and ask more, but the students have few opportunities to find and raise questions. This kind of phenomenon is very common and the students' study is passive receptive. It is the key to present teaching innovation that how to let them study and raise questions initiatively, furthermore, raise high-quality questions.There's still considerable gap between the research on the promotion of students' question-raising in our country and abroad now. Domestic research pays more attention to reflection and debation-like discussion, and educational practice less, while the abroad has already accumulated relatively abundant materials. This article, expounds the necessity and importance of research on the promotion of students' question-raising v/ith the base of consulting internal and external materials, investigate the status quo of students' question-raising in middle school, analysize the reasons of less questions or even no questions at all, and put forward countermoves to promote it combining with geography teaching in middle school.This article also draws a conclusion that the promotion could take great effect to improve middle school students' quality, arouse creativity and raise study achievement through investment, survey, counting and analysis.It supplies significant reference for the educational conception to challenge tradition and form new one of the day. According to the teaching theory and practice to promote students' question-asking, new educational conception of the day could be summarized into two points: one is teaching in accordance with students' questions, the other is for their questions. The former could be regarded as our new thought about teaching methods, and the latter our new pursuit of teaching targets in some degrees. No matter which point it is, they are both the challenges for traditional education in school.