Questioning Strategies To Improve Junior High School History Teaching Effectiveness Under The Classroom Observation Field

Professional development of teachers is one of the most concerned topic of each school.Almost each school will regularly expand large-scale listen observation and evaluation activities in school-level leadership and research group level.However,these observation and evaluation activities are often in the form that lack of standard methods.Observation and evaluation are based on generalities and subjective feelings.Teachers' comments on the proposed scattered and lack of systematic targeted.Meanwhile,the lack of an effective division of labor observer,it is difficult to achieve the refinement of observation and evaluation of data.Most of the time they can only rely on subjective impressions about evaluation details of the class.Thus,Class Observation paradigm based LICC classroom observation mode,will give a more scientific observation and evaluation the starting point for the teacher.While strengthening the degree of specialization of classroom assessment.LICC classroom observation mode is a Class Observation paradigm developed in recent years.It deconstructed classroom teaching in four aspects.It build observation framework for teachers' scientific research.Also,it will bring teachers to specialized research situation.Observation points in LICC mode are from education.As a part of junior high school curriculum,history has its obvious subject characteristics.It focuses on the conclusions drawn from historical data,analysis and conclusions grasp concepts.In this paper,the observation point in LICC classroom observation mode has been re-selected.The author uses her teaching experience to made observation scale and validated it.It can suggest improvements to classroom teaching.It forms suitable observation mode for junior high school history teaching.It provides more specialized observation and evaluation mode for the junior high school history teaching in the classroom listening,so as to promote the development of classroom teaching.This article combines articles references and practical teaching experience,so this observation scale template can be used repeatedly.Through classroom observation scale derived data,this article are focus on how to improve the effectiveness of classroom questioning of history teachers put forward some feasible strategies.These policies are based on data feedback in real classroom.It has a strong empirical guidance for improving classroom questioning professionalism.Meanwhile,scientific observation scale can provide more effective specific basis for teachers.It can improve the efficiency of Division Group activities,so that the instructors targeted to correct specific problems which existed in the classroom.