The Quality Of In-class Questions Of History Classes In Senior High School

The main topic of this essay focuses on the quality of in-class questions of history classes in senior high school.Undoubtedly,coming up with in-class questions is a traditional teaching method,which encourages the interaction between students and teachers,and helps the generation of critical thoughts of students.Instead of teacher conducting a class,asking in-class questions transfers the leading role of a class to students.Moreover,it is widely accepted that both students and teachers gain plenty of information and feedback during the process of answering class-questioning.Plenty of evidence has shown that factors,which are influential to the quality of in-class questions,are numerous.As for history teachers of high school,we should design in-class question delicately,leading students to self-directed learning,and hoping to release their stress of the College Entrance Examination,at the same time,reaching the study goals of every history class.After investigating the report about history class of senior one in WuChang Wenhua middle school,the problems of asking in-class questions are summarized as following:too many questions in one class,questions that have no level difference,questions that are too boring,sometimes teachers ask questions only for punishing students,teachers have no patience waiting for answers,questions that contain false information,students who lack of question consciousness or teachers make no comment at all after students'answers.As solutions for solving those problems,the principles of proposing in-class questions presented as following:purpose of asking questions should be clear,questions should be interesting and inspiring,questions would be asked at the right time,teachers ought to be patient with students and make proper estimates on their answers.Furthermore,they ought to have a variety of evaluating criterion.Another significant factor that should be taken into account is students supposed to be fully respected during a class.In order to help students establish their consciousness of asking questions,teachers would encourage class to raise their own questions.According to the principles above,the optimal design of in-class questions about the New Culture Movement in 1919 are presented.As the theory being put into practice,more deeply thinking are triggered.For example,most teachers are still predominant in a class.When teachers put questions to students of different learning capability they tend to tag them with "superior","average" or "low level".What's more,the language tool has its flaws,so has thinking process.Those are why history teachers should keep drilling on their own professional field.Eventually the process of modifying,polishing and devoting in-class questions would improve the level of their profession and teaching technic.