Middle School Classroom Questioning Effectiveness Research

Psychological research shows that: the students’ thinking process is usually caused by theproblems. This shows the important role of class questioning on the learning of thinking. Asan effective means, teachers should be aware of the importance of class questioning on thelearning of thinking practice to improve of class questioning. However, the reality of thesituation is not optimistic, and not all the questions in class can achieve the expected goal. Inrecent years, the relevant national research data show that the high school effective classquestion makes up only56%, which means that nearly half of the classroom questioning isinefficient or ineffective. The common problem is: the number of issue-oriented contemptquality problems; single type of problem; questioning approach machinery; narrow questionrange; unable to effectively mobilize the students to think. In view of the current situation,and in order to improve the efficiency of classroom questions, the author unifies own teachingexperience and effective classroom questionings related theory research, and put forwardsome feasible measures for improvement.The authors used a variety of research methods. First, research on the theory of the classquestioning home and abroad. Secondly, use profiling method to analyze the existence of themain factors affecting the effectiveness of class questioning. Finally, apply the theory topractice. Through questionnaires and teaching practice, put forward specific strategies toimprove the classroom questioning. The paper sets high school ideological and political classa case in point, which is divided into four parts：The first part: Introduction. Including the selected topic significance, research status andresearch method.The second part: Basic concepts. Including the basic connotation of the "problem ’,"“classquestions”"and" effective questioning.The third part: Status and cause of the secondary school class questioning. Throughanalysis of classroom questioning the status quo, the authors combine their own teaching, toexplore the main reason for secondary school classroom questioning is not optimistic. All the analysis is based on two aspects of the teachers and student.The fourth part: Strategies of the question. As the main part of the article, classquestioning strategies including the basic questioning principles and specific measures.Questioning the basic principles include objective, subjective, interesting and instructive.Lesson quizzes measures from four aspects of classroom questions suggestions.