The Effectiveness Of Asking Questions In The Senior High School History Class

The core of this research is the effectiveness of classroom questioning. Asking questionsis a method of teaching which has a long history，and has gradually became the commonmethod which helps teachers improve conventional teaching effectively. It can promoteinteractions between teachers and students, regulate classroom atmosphere. It can inspirestudents’ thinking and improve students’ ability to question. It can feedback teachinginformation, making up for the students ’ knowledge gaps in time. It can guide students to findout problems, and improve the innovation capability of students. It can improve teachers’ artof asking questions, and become the master of asking questions.The objects of historical research are the events of human’s past. Examinations mainlytest knowledge analyzing and understanding. The questions are about memory problems andapplication problems，while comprehensive problems and innovative problems are very few，which brings the effectiveness of the classroom questioning down greatly. In practice, toimprove students’ study interest, change the situation of students’ passive study, stimulatestudents ’ initiative thought，in2006，No.1Middle School of Gaomi put forward a learningcase guiding mode to adapt to the curriculum reform. Teachers improve the effectiveness ofthe design problems through the learning case. Under the direction of the learning case，students learn how to think, innovate and develop independently.This research attempts to combine learning case guiding with classroom questioning,discuss more effective strategies of classroom questioning, and strive to improve the qualityof history teaching in senior high school. The structure of the paper is as follows:Chapter One is introduction，mainly describing the necessity of classroom questioning,the concept of asking questions and effective questions, the case on research at home andabroad about classroom questioning.Chapter Two mainly discusses the meaning of learning case，the meaning of learningcase guiding, the background of learning case guiding and the specific guiding process.Chapter Three is mainly about the empirical research of learning case guiding mode，through casus、interviews、questionnaire, draw a conclusion about strengths and weaknessesof the classroom questioning about learning case guiding mode, and analyzes the causes.Chapter Four discusses the effective strategies of classroom questioning about learning case guiding mode, including the effectiveness of designing problems and asking questions.Chapter Five is summary，the effectiveness of the classroom questioning about learningcase guiding mode has been really improved, and forecast the development tendency,and inthe future, it can be improved more.