Problems And Optimization Of Classroom Questioning Of High School Ideological And Political Teachers

Classroom questioning is one of the common teaching behaviors in classroom teaching.It also plays an important role in organizing teaching.It is also one of the ways for teachers to obtain feedback information.It is also conducive to inspiring students’interest in learning and inspiring their thinking.In the past,the research on classroom questions was based on questionnaire survey as the main research method,and its credibility was relatively low.This article attempts to use the classroom observation method as the main research method.With the questions of the high school ideological and political teacher’s classroom questions as the starting point,the classroom questioning behavior observation scale is used for data statistics.Combined with the classroom records and interview records,the high school ideological and political lesson is pointed out.Ask questions and analyze the reasons for the problems,and put forward strategies for optimizing classroom quizzes for high school ideological and political teachers.The study is divided into three parts:The first part is the elaboration of the connotation and significance of questioning in the classroom.These include the concept of class questions,classification,function,and evaluation criteria for good classroom questions.The second part is the analysis of the problems and the causes of the questions raised by high school ideological and political teachers.The questions raised by classroom ideological and political teachers in senior high schools are as follows:The answer groups are fixed and the feedback function is weakened;the questioning points are vague and the guidance function is weakened;the number of questions is too much,the organization function is weakened;the waiting time is short and the excitation function is weakened.Through analysis of classroom observation records,data statistics of classroom observation scales,and interview records,the causes of high school ideological and political teacher’s classroom questions were analyzed including:schools,teachers,and students.The third part is about the optimization strategies of the questions raised by classroom ideological and political teachers in senior high schools.It mainly summarizes:basic principles,high school ideological and political teachers’ skills raising strategies and high school ideological and political teachers’ classroom questioning strategies.Based on the basic principles,high school ideological and political teachers must design and implement questions in the classroom under the guidance of these four principles.High school ideological and political teachers’ skills raising strategies for questioning are suggestions made from teachers’ questioning skills in order to promote teachers’ ability to raise questions in the classroom.The questioning strategies of high school ideological and political teachers in the classroom are suggestions from five aspects of the two stages of classroom questioning.