The Reserch Of Questioning Strategy In High School History

Questions as the basis for heuristic teaching, both teachers and students exchange links, is an essentialteaching mode. Classroom questioning is a link between teachers and students, learning is a direct dialoguebetween the ladder and learning materials, is an important means to inspire students thinking. Study on thequestion contains two aspects: one is the research on teacher questioning; two is the study of students’questions. This paper mainly is the study of the teacher’s questioning, student questions not as researchfocus. In the actual teaching, to form a dialogue type teaching atmosphere, teacher’s classroom questioningability is indispensable.Questioning strategies good help to improve students’ thinking ability and cognitive level, to cultivatethe students’ innovation spirit, but also conducive to improve the classroom teaching efficiency. Whetherthe teachers master the questioning strategies properly, can design a heuristic problem, through the superbquestioning skills to stimulate students’ curiosity and interest in learning, training students’ problem solvingability and innovative thinking, is an important guarantee for a new round of history curriculum reform canachieve.Show a lot of teaching practice: in the history classroom teaching, to make students learn to question,the teachers should first learn how to ask questions to the students. The new curriculum to promote theall-round development of students for this, so the design should not only from the point of view of textbookknowledge, but also to proceed from the actual situation of students, but also from the real life of studentsinterested in examples of questions.However, in the realistic teaching, teacher-student interaction, student student interaction is stillrelatively limited, little interaction or interaction stay on the surface, the lack of communication from theheart. Teachers constantly ask students, but rarely consider whether the students seriously thought aboutproblems or students have not really participate in classroom teaching, not even the training of students’creative ability.Therefore, it is very necessary to study the questioning strategies, but also valuable. In the research onquestioning strategies in the past, many researchers attention will remain in the theoretical research onclassroom questioning, the lack of research on the practical classroom applications. In fact, research on questioning strategies should also include the source of the problem, the types of problems, students’cognitive status, the applicability of the methods are analyzed in this paper. Because in a lesson, teachersneed to consider what this class to develop the ability of students, how to develop. To consider these issues,but also requires teachers to thinking what kind of problem to the students, questions on what time.In this paper, the author makes a detailed study on the history of classroom questioning. According tothe source of Stevenson Bloom’s cognitive theory of questioning summed up the history classroom problemmaterials, materials, reflective learning, real life and type knowledge questions, comprehension problems,using the questions, analysis questions, evaluation questions.According to the author the half years education internship experience, by attending church andinvestigation questionnaire of current situation questions in history teaching in the investigation andanalysis of system, the understanding of teacher understanding of the question, and then find out thequestions exist today in history teaching and the causes.Investigation and Analysis on the current situation of history classroom questioning the basis,summarized the various problems in the process of teaching history teacher easy to appear in the questionsof the problem is closed, difficulty and inadequate, wait for a short time, physical distribution, the problemof inappropriate, improper opportunity for punishment, lack of training on the problem consciousness andin-depth analysis of the causes of these problems the traditional education values, distort, imprisonedteachers design capabilities to the idea of new curriculum, teacher preparation is not sufficient enough.According to the problems in actual teaching and reasons, the author combines his own teachingpractice, proposed about the skills of questioning in senior high school history teacher four suggestions:1to give full play to the function in question pay attention to stimulate interest in active learning, inspirethinking, information feedback teaching and exchange, in-depth consideration of rule.2. history ofingenious design question questions to be clever, problems to be close to the life, to the old and newproblems by questioning, summarizes3.questions to accurately grasp the principle problem problems onteaching content, should have a clear orientation, problem, should inspire proper inquiry, the difficulty ofproblems should be moderate, problems with the students history learning there is a direct relationshipbetween the4. focus questions details of the work to students’ cognitive basis for all students to askquestions, questions, to grasp the rhythm and frequency, give the students the necessary time to think, to ask questions and the combination of teaching, to guide students to answer, to listen to the students theanswer, to correctly treat the students answer.Finally, according to the author’s own teaching practice, the design of six kinds of commonly usedmethods and application examples of classroom questioning, to help guide the broad masses of teachersimprove their questioning skills:1. direct questioning.2. summary of the law.3. gradient method.4.conflicting heuristics.5. The scenario method.6. linking with practice.