A Study On The Effective Question Of Political Class In Middle School

Classroom questioning, as one of the most common means of teaching, has a very long history and plays an irreplaceable important role. The famous educator Confucius put forward:" Do not enlighten students until they have really tried hard but even so fail to understand. Do not instruct students until they have something to say and make themselves understood." heuristic teaching ideas, using questions to stimulate thinking development. The ancient Greek philosopher Socrates summarized "dialogue teaching methods", putting the rhetorical question as a booster for delivering ideas. It can be seen from the teaching thought of these ancient philosophers that the question plays an important role in the development of students’ learning and thinking.Given the important position in the classroom teaching, classroom questioning has become teachers’ necessary professional skills. it is not only an effective means to assure the effect of classroom teaching, but also the inevitable choice of adapt to the new curriculum reform requirements. The new curriculum reform demands to respect the principal position of students, teachers play the leading role, promote students’ cooperative learning and independent inquiry. In order to achieve this goal, teachers must improve the effectiveness of classroom question, use effective classroom questioning to ignite the spark of students’ thinking, guide students to think independently. However, in the current high school political science classroom questioning process, there still exist invalid or low efficient questions, these problems are not resolved, the level of classroom questions can not be improved, the effectiveness of classroom teaching is difficult to achieve. Based on this situation, the author has carried on the study of middle school politics classroom effective questions, try to seek out a solution to this dilemma on the basis of the combination of theoretical research and practice verification. in order to improve the effectiveness of middle school politics classroom questioning.The thesis is divided into four chapters.Chapter One:mainly introduces the background of the problem put forward, and the theoretical value and practical significance of the study, in the full analysis compares the domestic and foreign research literature on effective classroom questioning, the thesis research direction is determined. Later in this article the research ideas and research methods are introduced, and points out the innovation of the paper and deficiencies.Chapter Two:summarized the middle school politics class effective questions related concepts and theories. First defines the concept of effective questions, and expound the theoretical basis for effective classroom questioning, the conclusion summarizes the effective classroom questioning has the common characteristic, analyzes the importance of the effective classroom questioning in the evaluation of teaching effectiveness and inspire students’ thinking.Chapter Three:analyzes the problems and the reasons exists in middle school politics classroom effective questions. Using questionnaire and interview method, on the basis of the integration of data, from two aspects of teachers’ behavior, student behavior, according to the order of classroom questioning behavior, analyze the problems of teachers in asking questions link and the problems of students in answering questions link, and analyzes the reasons of the existence of the problem. Internal reason mainly is teachers understanding about effective classroom does not reach the designated position, lack the ability to implement effective questions; students didn’t pay enough attention on political discipline, and lack the courage to question. The main external reasons are Schools did not attach enough importance to political and lack of specific training for effective questioning skills.Chapter four:analyzes the strategies of effective questioning in the middle school politics classroom, try to put forward effective path of asking questions. In order to improve the classroom questions effectiveness, first of all, teachers should learn by self and peer mutual aid and experts lead to improve the professional quality of classroom questioning, the most important thing is that teachers should master the implementation of effective classroom questioning skills. Second, students to attach importance to the political discipline, dare to question. Again, the school should carry out targeted training for teachers, To guide and supervise the implementation of effective classroom questions.Conclusion:through the analysis of theory and practice, hope the proposed strategy can really guide the middle school political lesson teacher improve classroom questioning skills, effectively improve the effectiveness of middle school politics classroom questioning.