High School History Classroom Questioning The Validity Of Research

Asking questions in class is one of the most common phenomenons in the historical teaching at high school, and also an important way of the bilateral activities between teachers and students. How to improve the effectiveness of asking questions in class deserves deep study and discussion. Combining with my teaching practice, I make the means of listening in class, questionnaire survey and interviewing teachers, to study asking questions in class at high school, understand the present state, point out the existing problems, and provide somewhat practical advices, in order to do good to other teachers and myself. My thesis includes five parts. The first part is introduction, to summarize the background, value and differentiation of my question, and also domestic and foreign relative studies, the aims and means of my study. The second part is practical one, to come to conclusions by example class study, questionnaire survey on teachers, their statistics of quantity and analyses of quality. The third part is the present problems of asking questions in high school's classes based on the cause analyse of teaching practice. The problems are the traditional teaching views still exist; teachers misunderstand the new class views, teachers need to improve the ability to design questions, their preparations for class are not enough. How to solve them? The fourth part provides the principles of asking questions in class at high school: pertinency, flexibility, moderation, comprehension, illumination, encouragement. The fifth part provides the advices on improving the effectiveness of asking questions in class: to design questions elaborately (question designs should aim at the emphases and difficulties, combine with the mind character of high school students, to be moderate between the difficult and the easy, have some phases, and take students'interest), make good teaching organization (we should establish a concord relation between teachers and students, provide enough space for students to think, use several teaching media and tools to make the presentation of question more diverse, face the whole and ask the individual, and express accurately questions), timely estimate and encourage after the students answer.