Research On The Classroom Follow-through Questioning Of Ideological And Moral Education In Junior High School

With the new curriculum reform to promote autonomy,inquiry and cooperation in the way of learning,classroom follow-through questioning of ideological and moral education in junior high school,as a teaching method,not only focus on students to play the main role of learning,but also guide students to internalize knowledge,develop ability,and enhance the emotional attitude values through independent thinking and self-exploration.It becomes an important subject of teachers.Classroom follow-through questioning of ideological and moral education in junior high school is defined as a specific teaching method that is based on the first question and the answer from the students.Meanwhile,it has continuous questions that have a close relationship with the first question.This method not only helps students understand the content of teaching,but also achieve teaching objectives.It has the characteristics of thought,relevance,generality,enlightenment and timeliness,which is of great significance to use the classroom follow-through questioning to promote students' learning,develop the dialogue between teachers and students and realize the teaching goal of ideological and moral teaching in junior high school.Under the guidance of relevant theories such as pedagogy and psychology,this thesis carefully explored the problems existing in the classroom follow-through questioning of the ideological and moral classroom,which is based on the questionnaire survey and interview.The main contents are as follows: questions are deviated from teaching objectives and teaching content,waiting time is too short,the time and the approach is not appropriate,the feedback is unreasonable.The main reasons for these problems are that teachers are not fully aware of the actual knowledge of students and the context of teaching book.Besides,they are lack of knowledge and skills of the classroom follow-through questioning.In order to make the effect of the classroom follow-through questioning better,this thesis put forwards improvement countermeasures from five aspects: firstly,designing scientific questions of the follow-through questioning;secondly,extending the waiting time of the follow-through questioning;thirdly,grasping the appropriate timing of the classroom follow-through questioning;fourth,choosing the appropriate approach of the follow-through questioning;fifth,paying attention to the reasonable feedback after follow-through questioning.It is hoped that through this research,we will provide the help and guidance for the teachers to improve the level of the follow-through questioning and the effect of ideological and moral classroom teaching.