Research On Problems And Countermeasures Of Classroom Questioning On Ideological And Moral Education Course

Classroom questioning is a major way of the interaction between teachers and students in the ideological and moral education class, and also is the important way to complete the teaching goal. According to the requirement of the new curriculum reform, the teacher is the leading character; students are the main character. Classroom questioning is the most important way to guide students’ development. Teachers create problems, through questioning strategies to guide the student to participate in the classroom questioning process, stimulate the student participation in the process and to cultivate the students’ ability. However, teacher’s focus on classroom questioning is not enough. Teachers did not govern themselves by questions and questions of strategy, more neglected the attitude and performance of students. As a result, a lot of problems exist in classroom questions; the idea of new curriculum is not carried through. Improve the ideological and moral classroom questioning, become an urgent problem in the junior middle school classroom questioning. The ultimate purpose of classroom questioning is to promote the development of students’ knowledge, emotion and ability. Teachers in the process of classroom questioning, not only to improve the quality of its own design and perfect the strategy, but also to focus on the ability of students in questioning, moreover the harmonious relationship between teachers and students is the guarantee of classroom questioning and smoothly.This paper adopts the method of literature review, classroom observation and experience summary method, to discuss the content of classroom questioning. Through the analysis of the literature summary, this paper discusses the classroom questioning connotation, characteristics, types and functions. On the basis of the analysis of the current existing problems and its reasons, and finally puts forward the method to improve the problems.The research structure of this paper is divided into three parts.The first part: classroom questioning related overview. First of all, on the basis of the research literature to define the connotation of classroom questioning, and then put forward the connotation of the ideological and moral classroom questioning. Secondly, this paper discusses the characteristics of classroom questioning. Finally, the paper analyzes the functions of classroom questioning.The second part: the current problems existing in the ideological and moral classroom questioning and reason analysis. The classroom questioning problems including teachers streamline design efficiency low, low strategies of asking questions, students’ negative attitude. The reasons of these problems are lacking of professional skills, rigid relationship between teachers and students and poor ability of student’ classroom questioning.The third part: the improvement of ideological and moral classroom questioning strategies. This part is the focus of this paper. Aimed at the existing problems and reasons, targeted improvement strategies are proposed. This paper mainly from three aspects: improving teachers’ professional skills, establishing a harmonious relationship between teachers and students; to promote the students ability development.In summary, classroom questioning is to improve the classroom teaching quality and promote the emotional communication between teachers and students and improve students’ ability. Classroom questioning skill is the class teaching basic skill, teachers need to grasp skillfully use. In view of the present problems of classroom questioning, teachers should analyze the reason and solve problems, to improve the effectiveness of classroom questioning.