Optimum Design Of History Class Questioning Under The New Curriculum In Senior School

As is known to all, class questioning is an absolutely indispensable step during the whole teaching process. It is also a major means of cultivating divergent thinking, a prime tool of expanding communications between teachers and students, a significant element of testing the knowledge the students have learned and a critical method of improving teaching quality. As for history class, which combines the functions of imparting knowledge and fostering the ability of thinking, higher quality question in classroom teaching is of vital importance.With the advent of the New Curriculum Reformation, the much higher requests are bringing up for history teaching. On one hand, it requires the teacher to ask such questions which could inspire the students to explore; on the other hand, it asks the students to maintain close ties with real life, to analyze and solve problems by themselves. However, in actual classroom teaching, the traditional questioning mode is deeply ingrained in teachers'mind, which failed to come up to the New Curriculum Reformation's requirements. In view of the present situation, teacher questioning at history class was chosen as my research object. Through questionnaire with the subject of ChangChun No.2 Experimental High School grade one students, the paper analyzes the general situation of their classroom questioning, trying to find out the causes and proposing some viable solutions and suggestions to optimize class questioning.The paper consists of five parts in all. The first part is introduction, including research background information, literature review and the significance. In the second part, the paper discusses theoretical basis and the curriculum requirements that involve the Educational Psychology, teaching theory and the Characteristics of high school history subject. The third section concerns on the collected data of the questionnaire. Via survey statistics, the author discoveries the problems and tries to find out the causes. The fourth part is of practice. In this part, the paper lists some detailed strategies and solutions to optimize class questioning. The last part is mainly about the rethinking on questioning strategies in history class. Through rethinking, the author tries to give some suggestions and advises to other teachers for reference.