The Study About Effectiveness Of Junior Middle School?History And Society? Classroom Questioning

In view of the important position and role of classroom questioning in the course of< History and Society > in Junior Middle School,this paper focuses on the topic of "the effectiveness of questioning in< History and Society > in Junior Middle School".Through investigation,it is found that in the current teaching process,the classroom questioning in junior high school< history and society > is not optimistic.A large number of invalid questions are filled with questions,which mainly show that the way of questioning is closed and static,and the content of questioning is single and shallow.The object of questioning is biased and so on,which directly results in the limitation of students' initiative and the stagnation of their thinking.In order to improve this situation,from the specific development process of middle school<history and society> classroom questions,including creating,applying ask guide,there are three steps to the problem and enhance the effectiveness of classroom questioning,it is crucial.But like "to promote the history,rich cognition","reality,to the old to promote the new","focus on the process,eight skills evaluation pluralism",coming from the situational design,innovative forms,aspects of communication between teachers and students,to improve the quality of classroom questioning,and fully arouse students' inner enthusiasm.Besides,teachers strictly adhere to the "equal to","interest inspiration","open to expand" the guiding principle,and closely follow the "prompt accurate verbs","optimize classroom environment","keep waiting time" and other considerations.The school through the multimedia teaching environment and actively build modernization,create benign The necessary material support provided by the evaluation mechanism will help to further enhance the effectiveness of junior middle school <history and society > class questions.