Optimize The Design Enhance The Effectiveness Of High School History Classroom Questioning

Classroom question is the way by which the teachers communicate with the students. It plays a key role in the successful teaching during which the students will actively get involved.It gives rise to curiousness and connects teaching with learning, so that it promotes the change from teacher-dominating to student-dominating and receives more and more attentions. However, many reports show that there are only 56 percent of classroom questions are effective, i.e., nearly half of the questions make no sense. The classroom question does not reach its expectation, for that so many teachers just take it as a simple teaching method and does not study it deeply and design it carefully that it can not focus on students and work for them well. There are also so many mistakes in classroom questions, particularly in its inspiration, objective and interaction , that it can not meet the expectation of course reformation.In this paper, we suggest that the teachers study the strategy of classroom question, especially basing on charastics of history course and learning style of high school students, so that we can train the students to learn actively and improve teaching quality. The frontier-line teachers should change their minds to study classroom question and make corrections about it.The general study on classroom question can also be used to history teaching, although this kind of study is not specifically aimed at history course and thus need to be combined with features of history course and then be applied into the classroom teaching of history.