Research On Teachers' Effective Questioning In Senior High School Ideological And Political Course

Whether the curriculum reform comes or not,the classroom questioning has always been an indispensable teaching activity in classroom teaching,which is common but effective.It is also an important dialogue and interaction between teachers and students.Such as the American psychologist,Jerome Seymour Bruner said that "The teaching process is a kind of constant activity about raising questions and resolving problems." Classroom questioning is the process of discovering problems,explaining and analyzing problems,and solving problems.Under the background of the new college entrance examination reform,the effective questioning in the classroom has become an important fulcrum of leveraging high school ideological and political classroom transformation,and the attention of high school ideological and political classroom questioning is bound to reach an unprecedented height.If teachers can use classroom questioning well,it is helpful to stimulate students'interest in learning,active classroom atmosphere,more conducive to cultivating students'creative thinking,improve students' awareness of the problem,and to help teachers to carry out classroom teaching activities smoothly and improve classroom teaching effect.Thus teachers how to design the teaching problem,how to ask,how to discuss,how to evaluate answer will directly affect the teacher's teaching effect and the art,students' interest in learning and the learning quality.Only ingeniously make good use of classroom questioning can give full play to the guiding role of teachers' teaching and the main body of students' learning enthusiasm,so as to improve the effectiveness of the classroom questioning.Starting with analyzing New Curriculum Reform and College entrance examination reform,this paper puts forward the varieties of questioning cognition in the current high school ideological and political class,and redefines the connotation and function of classroom questioning.According to the analysis of the questionnaire,this paper analysizes the existing problems and causes of the questioning in high school ideological and political class.These problems involve five aspects:first,the atmosphere of classroom questioning is tense,and students' enthusiasm for participation is not high.Second,overemphasizing the knowledge of the problem but ignoring the process of questioning;Third,the questioning lacks of language art and interesting topics;Fourth,the questioning lacks of target,and simplification of evaluation;The fifth is to pursue the teacher's leading "ask" but ignore the student's subjectivity "ask".To improve the high school ideological and political classroom questioning and to adapt to the new education reform,this article puts forward five operational strategies.First,problem scenarios Setting,including daily life scenes,scenes of various forms,structured scenes.Second,problems designing,including purposes of questioning,the accuracy of the problem language,the logic of the problems,and the openness to the answers.Third,the presentation of problems,including the rhythm of presenting problems,the affinity of presenting problems,and the timing of presenting problems.Fourth,skills of waiting for the answers and calling respondents,including the sufficient time to answer the question,and flexible choosing of the questioning ways,the appropriate guide and help.Fifth,the art of evaluation after questioning,including evaluation standards,evaluation languages and evaluation methods.