The Effective Questioning Of Reduce Type In Art Classroom Teaching Of Schools

Classroom questioning,as one of the oldest teaching methods,has been widely used in teaching and has been a hot topic in education research.Although there are many researches on effective question strategies in class,the proportion of art subjects is not large.In a few classroom effective questioning strategies of art subject study,qualitative analysis is more than quantitative analysis.Some case given by scholars is typical,but not be summarized and operability is not strong.For the regular teacher can only be preliminary feel this kind of question is not clear,,can't be promoted using in practical teaching;Moreover,the subject characteristics of fine arts are not outstanding,and the reasons and missing analysis are too popular.In fact,in the actual classroom,art discipline has shorter time than the other subjects,while have more autonomy of image thinking and creative thinking,the contradiction between individual and collective operation teaching,evaluation of diversity and ambiguity,this is art characteristics of the subject,but also increased the difficulty of the class to ask questions,so that the students can't understand the relationship of "see" and"think" and get out irrelevant answers;Or teachers can not handle the relationship between default and generation,and neglect the operability of individual thinking.based on that I find it necessary to set up valuable and operable questions for art teaching,put forward the"reduce type "effective questioning strategy,aims at through strengthen the effectiveness factors of structure,enhance the sharpness and thinking of question,enables students to grasp the answer key quickly,improving the quality of the students answer,driving the thinking,and establish a basic control method to achieve the desired goal.This paper around the questions of the fine arts classroom of primary and secondary schools to implement effective strategies and methods for research,in-depth analysis of the current status of primary and middle school art teaching,combining with the author's own teaching practice and a large number of classroom activity,summarized the method of general questions in art teaching.Full text is divided into three chapters,chapter one has five parts,and includes two aspects:in the first place,it is in view of the art teaching,to analyzed the characteristics of art teaching and the shortcomings of current art classroom questioning;in the next place,it discusses the classification of the question?the structure?the high quality students answer and the question of the control of the existence value.The second chapter,combining theory and case,starts from the thinking process of question setting and decomposes three different methods of questioning.The third chapter,based on the first two chapters,summarizes the general method of the "subtraction" question strategy and compares it with other methods commonly used in class.At the same time,reflect on the advantages and disadvantages of this strategy,and define the applicable scope.