The Effective Question Research Of Teachers In High School Ideological And Political Course

With the implementation of quality-oriented education in our country, a new round of curriculum reform has gradually accelerated. The new curriculum reform advocates a new concept of students. Students are developing people and independent individual. Education should be based on the initiative of students, and fully highlighting the status of students’ subjectivity. Classroom questioning as one of the teaching procedures plays a very important role in showing the initiative independence and personality of students. Therefore, it is necessary for teachers to change their teaching ideas and improve the effectiveness of classroom questioning.The content of this research is divided into five parts, which limited to the study of teachers effective questioning in senior high school ideological and political lesson.The first part outlines the background and the reason for the effective questioning, the related literature review and research methods. What’s more, the innovation points and shortcomings of the paper are included.The second part discusses the theory of effective questioning in senior high school ideological and political class. First of all, it analyzes the meaning and the theoretical basis of effective questioning, such as the zone of proximal development, constructivism and humanism. Secondly, the type of effective questions will be presented, which including recall questions, comprehension questions, application questions, analysis questions, synthesis questions, and evaluation questions. Finally, the paper reveals the significance of effective questioning from the aspects of students, teachers, teacher-student relationship. Effective questioning is the booster of students’ thinking training, the barometer of teacher’s regulation and control, and the catalyst of the harmonious relationship between teachers and students.In the third part, the author conduct a questionnaire survey of 300 students and 15 political teachers in She County No. 1 Middle School of Handan, which finds out some questions existing in the ideological and political lesson in high school teaching combing with the investigation of the current situation of effective questioning in high school class. These questions are the rush of course schedule, inadequate questions design, unreasonable questioning and answering behavior, ignorance of the evaluation of the answer and so on. After showing the questions in class teaching, the author explores the system, concept and implementation factors affecting the effectiveness of the questioning. The factors of teachers’ teaching ideas include: some teachers’ lack of the concept of lifelong learning, and they can’t set up the concept of equality of students, didn’t give full play to the student’s subjective status; The system of education and teaching includes: the system of college entrance examination, the implementation of the curriculum, the teaching evaluation system; The teaching implementation factors include: the difficulty of the questions and arrangement order, the type of questions presentation, the frequency of classroom questioning, the object and form of teacher questioning, and the evaluation of the teacher to answer.In the fourth part, the author analyzes the strategies of effective questioning and gives some suggestions to improve the effectiveness of classroom questions. Convergence strategy, divergence strategy, evaluation strategy and reflection strategy will be presented before the advice of elaborate questions design, appropriate questioning behavior and diversity question evaluation. In the end of the paper the author gives a teaching design case----The Impact of Price Changes in high school ideological and political lesson in order to demonstrate the feasibility of the strategy and suggestions.