Practice And Reflection On Optimizing Questioning In High School History

The implementation of the concept of curriculum reform pays more and more attention to the subject status and classroom teaching efficiency of high school students in the classroom.Many front-line teachers have recognized this problem long ago and are constantly learning and improving.However,due to the limitations of traditional teaching ideas and teaching time and school teaching concepts,no significant results have been achieved.The classroom questioning teaching methods did not play a full role in the senior high school history classroom.The students' limited ability to receive and the interest in learning were not high.The communication and communication between teachers and students was also relatively small,resulting in a lack of active classroom atmosphere and insufficient teaching efficiency.The high level of historical lessons that would have been very interesting did not achieve the desired teaching effect.In order to solve these problems,this article starts from classroom questions and conducts classroom questioning research aimed at improving teaching efficiency,stimulating classroom atmosphere and stimulating students' interest in learning.The contents mainly include senior high school history teachers' control of classroom questions and students' attitudes to classroom questions.In the past few rounds of teaching practice and reflection on the optimization of high school history classroom questions,and some suggestions and strategies for the problems existing in current history classroom questions,interview methods such as interviews with teachers and students,and classroom observation were adopted.By carrying out practical research on optimizing senior high school history classroom questions,reflecting on teaching effects and adjusting teaching programs,the students' interest in learning has been mobilized to a certain extent.Most students can voluntarily take part in the initiative and have an active classroom atmosphere.At the same time,the contents of the question closely follow the teaching difficulty points and knowledge points that are easily overlooked by students,strengthen students' memory and understanding,cultivate students' historical thinking,and moreimportantly,shorten the distance between students and teachers.Many students can Proactively ask questions to teachers,solve problems that they are interested in or find difficult to understand,and can improve their own attitudes and methods of studying history with the help of teachers and improve learning efficiency.Teachers also learn about student learning through questions,communicate with students,adjust their teaching methods at any time,and improve teaching efficiency.