Junior High School Ideological And Moral Class Classroom Questioning Research

Classroom questioning is the teaching methods of modern classroom routine use,has the auxiliary teachers achieve the teaching goal,and to cultivate students' various quality ability plays a decisive role.From questions applied to classroom practice,time is more long,as the focus of heuristic teaching and improvement,the development of the curriculum reform,teacher's classroom teaching has shifted from centralized to the mode of interaction between teachers and students.The classroom,the most basic form of dialogue is caused by the classroom questioning,the elaborate design of classroom questioning is advantageous to the student's main body status,strengthen the student-centered classroom teaching.Junior middle school thought moral classroom questioning perspective with respect to its subject,with a special focus on various abilities of students,using the social reality of the situation and case,lets the student to adapt to the society,the ability to solve practical problems are discussed.Exist in this paper,we study the junior high school classroom questioning,draw lessons from the existing literature,focuses on exploration of cultivating the ability of classroom questioning and students relations,from the perspective of the teaching examples,from the details on the infiltration function of questions.Secondly,combining with the method of questionnaire to find out the problems existing in the junior middle school thought moral classroom questioning,adhering to the idea of new curriculum reform,classroom questioning effectiveness research have been seriously,but the overall implementation of classroom questioning is a certain lack of,such as inspirational question and so on,thus to find optimization strategy.Thus will have a system of classroom questioning and some research achievements of literature theory applies to practice,combining with the teaching contents of junior middle school thought moral character,offer certain guiding strategy.From the perspective of students,attach importance to learning analysis,closely the actual student life,create life problem situation;From the perspective of teaching materials,organizing events,proper use of advancing with The Times content;From the perspective of effectiveness questions,implement based on students' differences in the design of classroom questioning,hierarchical classification structure of classroom questioning;From the perspective of professional development for teachers' questions,teachers teaching the basic skills,including itself,voice,to the students' classroom performance evaluation should have certain progress,thus the classroom refinement,and the details of the classroom questioning and the corresponding specification.In this paper,on the basis of the existing literature research,with a line of teachers' classroom questioning of case study as a basis for forming some theory based on the classroom questioning.Classroom questioning is indispensable link in the classroom,with a variety of functions,to continuously explore,to students,provides some feasible strategies of teacher professional,hope the teachers of junior middle school thought moral character has certain help in the implementation of classroom questioning,gradually improve classroom questions related to the junior middle school thought personal character discipline research systems.