Junior Middle School Thought Moral Education “Problem Set” The Optimization Strategy Of Inquiry

In junior middle school history teaching,teachers have put forward the problem to the students in the classroom has a very important role,it is one of the main way to organize classroom teaching activities,stimulate interest,guide the entry,delving into the function of many sided,classroom problem design quality is directly related to the teaching effect.At the same time,basic education curriculum reform and full time obligation education "history curriculum standards" put forward higher requirements for class problems.However,in the current teaching of junior middle school history,the design of classroom problems still exists,which influences the performance of classroom problems in teaching.This article used the literature research,questionnaire survey method,interview method,observation method and action research method,the problems in the present junior middle school history teaching design present situation investigation,through the statistical analysis,understand the design problems in junior middle school history teaching problem,tentatively on the problems existing in the improvement countermeasures are put forward: question design should follow the principle of design as well as to the issue of specific strategies are discussed.Meanwhile,the practice of teaching practice is carried out with theoretical guidance,and the teaching practice is used to test and enrich the theory.This article contains For four parts.:The first part.This paper elaborates the reasons for the problem,clarifies the current research status of this paper,Explain the concept,theoretical basis,research ideas and methods,and so on.The second part is the investigation and analysis of the current situation of the problem design.Mainly adopt the way of questionnaire and interview of the investigation of the status quo of the study,to understand the present situation of the problems in current junior middle school history teaching design,and carries on the analysis,the analysis of problems in the junior middle school history teaching problems existing in the design: from students,ignore students' practical ability development,ignored the reflection of teaching is learning in teachers' growth,ignoring the discipline curriculum characteristics.In the third part,the author tries to put forward the countermeasures to the existing problems: firstly,the design of the problem should follow the practical and life experience of the students.Attaching importance to the development of students' abilities;Value reflection;The principle of the consideration of the characteristics of the subject curriculum,secondly,discusses the specific strategies of the design of the problem: the motivation of motivation--attention to the life experience;Perceptual history--pay attention to real perception;Understand history--pay attention to the construction of knowledge;Use knowledge--pay attention to thinking and thinking;Consolidate knowledge--pay attention to the connection between old and new knowledge;Evaluate feedback-guide students to participate in evaluation.The fourth part,the problems in junior middle school history teaching design teaching examples,the teaching examples in seventh grade history teaching material in the days of the "at the end of the qin dynasty peasant uprising,integrating theory and practice,to guide practice with theory,so as to constantly in the process of practice testing rich theory.