Research On Effective Questioning In Middle School Moral And Rule Of Law Class

Questioning refers to "asking questions for answers".Classroom questioning,also known as classroom questions,refers to a teaching method in which teachers ask students questions in class and give proper evaluation to students' answers based on their answers.The new curriculum reform puts forward higher requirements on teachers' teaching level and students' thinking and ability.Teachers' effective questions in class can not only arouse students' enthusiasm to participate in class,expand students' thinking of solving problems,inspire students' thinking,train and improve students' ability to analyze and solve problems,but also help teachers better organize teaching and do a good job in class management.This paper takes the effective questioning in the class of morality and rule of law in junior high school as the research topic,and studies the problems related to the effective questioning in the class by combining with the confusion existing in the practice of education and teaching.Through the methods of questionnaire survey,teacher and student interview and classroom observation,this paper finds that there are some problems in the effective questioning in the current middle school "morality and rule of law" class,such as the simplification of classroom questioning method,the inactive application of classroom questioning,the teachers' disregard of generative problems,the standardization of classroom teaching method,and the inertia of students' classroom participation.Then,the author analyzes the causes of these problems from the perspectives of teachers and students,that is,teachers' lack of awareness of question preparation,teachers' neglect of the interaction of classroom questions,teachers' lack of awareness of reasoning,teachers' lack of reflective awareness,and students' deviations in subject knowledge.Finally,the author puts forward five ways to improve the middle school "morality and the rule of law" class effective questions.First,the teacher beforethe class problem design should be refined;Second,the teacher's classroom question implementation must achieve the interest;Thirdly,teachers should make the classroom questions and answers benign;Fourth,the teacher should carry out the reflection to the classroom question;Fifth,cultivate students' correct cognition of the subject.