Inquiry Into History Classroom Questioning In Senior High School Based On History Explanation Accomplishment

At present,core literacy is one of the most attractive research focuses in the field of basic education,and its research has shown an increasing trend in recent years.The Ministry of Education has put forward the idea of applying the core quality to the teaching of specific subjects.In order to better carry out this guiding principle,the history subject has put forward the core quality of its own subjects,that is,historical materialism,space-time concept,historical evidence,historical interpretation,feelings of home and country.Among them,"historical interpretation" is the core content of the core literacy of history,and plays an important role in the five core literacy of history.The implementation of the historical explanation literacy is mainly based on the history of classroom teaching as the carrier.As one of the common means of classroom teaching,classroom questioning is not only the necessary means for teachers to carry out teaching,but also the link between teachers and students.Therefore,the high school history classroom question has played the key role in the implementation student's history explanation accomplishment.However,there are still many problems in the development of classroom questioning:(1)classroom questioning leads students to approach the preset answers;(2)classroom questioning is formalistic;(3)classroom questioning neglects to cultivate students' critical thinking.Due to the deficiencies in the operation of classroom questioning,it is bound to affect the implementation of historical interpretation literacy.Therefore,based on the core literacy of history and the related theories of pedagogy and psychology,this paper takes the high school history classroom question as the research object,the literature research method,the classroom observation method and the case analysis method as the research method,combined with their own experience of history teaching practice in high school,this paper investigates and studies the history classroom questioning in high school from the perspective of History Explanation Literacy.According to the classification of the academic quality level in the curriculum standard,the following strategies are put forward:(1)supplement the historical facts,integrate the contents of teaching materials(2)make good use of multimedia resources;(3)concern about the logic of historical events(4)ask questions based on grasping the connection of events(5)ask questions in combination with related subject resources(6)ask questions based on teaching resources in line with students' cognition(7)ask questions based on multiple historical materials(8)ask questions based on historical view(9)pay attention to the cultivation of critical thinking(10)ask questions in accordance with the principle of shallow depth(11)set open questions.At the end of this paper,the author designs and analyzes the relevant cases according to the content of history course and the characteristics of students' development.