Secondary Ideological And Moral The Classroom Questioning The Validity Of The Research

ⅠThe backgroundAs an intellectual-ideology and morality course, thought-character lesson can not go without questioning in class. Teachers'questions can help the students understand and grasp the demand and rules of social life, promote the ability of knowing and thinking about the ethic. Meanwhile the questions also stimulate student's interest of ethic leaning. However, there are still problems in class-questioning. For example, the difficulty of the proper limit of the questions'difficulty, the ignorance of the value and taste of the question, the lack of the enlightment of the question, the bad habit the teacher has in questioning. All these elements limit the function of the question and the quality of teaching in thought-character lesson.ⅡSteps and MethodThis study consists of 5 parts:First is General Introduction which states the reason of the study, the theory basis, the significance of study and the identification. The second part is about the research situation home and abroad. The situation in class-questioning in domestic classed will be stated, then the relative results of ideology and morality abroad will be discussed. The third part is the present state of the domestic thought-character lessons'class-questioning. This part would be divided into 2 parts:the first is the investigation report of the effective questions from teachers in thought-character lesson; the second is the investigation report of the effective questions from students in thought-character lesson. The forth part is the countermeasure of the effective class-questioning in middle school thought-character lessons, which is also the central and cardinal part of this paper. This part includes 3 parts. First is the rule of the effective class-questioning in thought-character lessons. The second is the countermeasure and method of effective class-questioning. The third is the training of middle school students'ability of questioning. The last part is the mistakable area that should be avoided in effective class-questioning in thought-character lessons. The fifth part is the conclusion of this study. To complete this research documents were studied, questionnaires were done, cases were studied, experience were summarizedⅢThe Significance of The StudyThought-character lessons'class-questioning is hard to observe, to measure or to control. This theme used various questionnaires to unveil the problems exists and solve the questions that were hard to observe. Then the studies of cases in class solve the problems that were difficult to measure and control thoroughly. Thus the conclusion is this study is of fully significance.