A Study On The Problems And Countermeasures Of Teachers' Questions In Junior High School Ideological And Moral Classrooms

Question, this teaching behavior has long history and own unique function of education and teaching. It can play to promote the exchange of students and teachers, focus students'attention, stimulate students'interest in learning, inspire students'thinking, train students'communication skills and provide feedback, and so on. As a specialized knowledge of the moral education curriculum, the teaching process in ideological and moral lessons can not do without teachers'question. With the deepening of the curriculum reform, the requirements of the ideological and moral lesson is no longer just a simple memory of social ethics, but more requests to help students improve the moral quality, formation healthy mental quality, and foster awareness of the law, and enhance the practice of social responsibility and social capacity. Classroom questioning in moral lesson can help students to understand and grasp the requirements of social life and norms, and develop the student cognitive and moral ideas, stimulate students interest in learning the role of ethics, help the curriculum goals to achieve.However, the reality of teaching practice, there are many problems in teachers ideological and moral classroom questioning, which restrict the function, affect the quality of teaching and restricts the curriculum goals. To this end, this research go into the ideological and moral teaching practice in junior high school, and do some reseach about teachers'classroom questioning behavior, analyze the existing problems, then excavate the reasons and at the end offer some suggestions to help them to improve. The purpose is to take moral lesson as an example to raise the quality of teacher question skill.This study is divided into seven parts. The first part is the introduction, the main question is the background of the Study, home and abroad study, purpose and significance. The second part is the theoretical basis for research, describe three main theories in this study based on.The third part is define the related concepts. By combing the concept has been elaborated, describe question the concept of classroom teachers in this study, determine basis and characteristics of junior high school ideological and moral lesson. The fourth part is about research methods. This study used observation, case analysis and interview. By observing and case analysis to obtain first-hand information and analyze the problems in teachers'question in ideology and morality lesson. Through the combination of interview and get first-hand information to explore the reasons. The fifth part to the seventh part is the core of this study. The fifth part is about the existence of the problem of teachers'questions in ideological and moral lesson. The sixth part is analysis of the cause of the problem in teachers'questions in ideological and moral lesson. The seventh part is made to improve the teachers'question in the ideological and moral lesson,which based on the existence of the problem and the cause.