A Study On The Way Of Dealing With "Unexpected Questions" In Junior Middle School History Teaching

With the further development of the new curriculum reform,classroom teaching further emphasizes the main position of students,and students are more actively involved in teaching activities,actively construct knowledge,think about problems,and then put forward questions.In junior middle school history teaching,because of the contradiction between the richness of history knowledge and the finiteness of knowledge presented in history class,many problems arise for the students who actively participate in the teaching activities according to the history class teaching.Many of these questions are unforeseen by teachers,and teachers are less likely to prepare solutions in advance.According to the survey,this kind of "unexpected questions" appear in all subjects,and history teaching is more frequent."Unexpected questions" have extraordinary significance and value to students,teachers and classroom.To deal with them properly is not only to respect students,but also to respect knowledge and teachers themselves,and also to maintain democratic classroom.In this paper,referring to a large number of relevant literature,absorbing the theoretical results of previous studies,combined with a lot of teaching cases and my own experience in the period of educational practice,we summarize the "unexpected questions" raised by middle school students in history teaching,analyze the present situation of "unexpected questions" raised and dealt with,and put forward relevant improvement principles and strategies.In addition to the introduction and conclusion,this paper mainly includes the following parts:The first part is an overview of "unexpected questions".It mainly involves the definition,characteristics of the concept of "unexpected questions" and the significance and value of dealing with "unexpected questions" correctly and properly.There are many kinds of "unexpected questions" in junior middle school history teaching.The "unexpected questions" in this paper only refer to the unexpected questions caused by the teaching activities of the students;"unexpected questions"have the characteristics of generation,unexpected and developable according to their characteristics;and summarize the significance and value of "unexpected questions"from the aspects of students,teachers and classroom.In the second part,according to the sampling questionnaire during the education practice and the interview survey of ten front-line junior middle school history teachers in different regions and schools,the author analyzes the present situation of"unexpected questions" in junior middle school history teaching,as well as the present situation and influencing factors of most front-line teachers' handling of unexpected questions,and explains them with relevant cases.The third part is about the principles and Strategies of dealing with "unexpected questions" in junior middle school history teaching.It mainly includes democratic classroom,students' main body,the principle of teaching and learning,improving themselves,judging the value of problems,seizing opportunities,encouraging students to ask questions and other strategies.