Research On Invalid Questions Involved In History Course In Middle School

Question-asking is an important means for teachers and students to communicate and interact in class,and it is also one of the oldest and the most commonly used teaching methods.Good questions asked in class can inspire students to think,to promote teachers and students to complete the teaching tasks,which is therefore called valid question-asking.whereas,many of the questions can not inspire the students to think and complete the teaching tasks,but will cause the chaos of students' knowledge,waste the teaching time and etc,which is therefore called invalid question-asking.As regards the research of the question-asking in class,the achievements are rich,but studies about invalid question-asking are less.Related studies of the question-asking in history classes of middle school are also in the same situation.The related studies showed that there were large quantities of invalid and low efficient questions being used in the history classes of middle school,such as full of the habitual meaningless questions,the inertial thinking question,questions lacking of background,questions deviating from the collective,questions lack of orientation,intensive linking questions,disciplinary and filling-the-blank questions and questions lacking of evaluating.After exploring,the reasons were mainly embodied in these aspects: teacher's question-asking conceptions had some misunderstandings,their strategies used in question-asking were improper and they did not make a reflection after asking.They were required to avoid the low efficient and invalid questions,update the concept of teachers' question-asking,improve the teachers' question-asking strategies,and encouraging to make a reflection after asking.