Classroom Questioning Research In The Field Of "appreciation And Comment" In Junior High School Art

The teaching of junior high school art “appreciation and commentary” aims to improve the students' fine arts literacy and develop their aesthetic abilities.In order to truly achieve this teaching goal,it is not enough to rely solely on the knowledge of the teacher to instill knowledge.It also requires students to actively think and participate.How to trigger student thinking and how to better mobilize the enthusiasm of students to participate in the classroom has become a matter that teachers need to pay attention to.Learning from thinking,thinking from the source of doubt,it means that students' thinking begins with questions.In order to arouse student thinking,it is necessary to arouse student's questions first.Asking questions is just a powerful method and means to make students question and inspire students to think.Therefore,the importance of asking questions in classroom teaching is also self-evident.Although teachers are generally aware of the importance of asking questions,they are frequently used in classroom teaching.However,it is not difficult to find out that there are some problems in the process of using classroom questioning by teachers.For example,in order to make questions in the classroom,teachers use questions frequently without pre-design,which makes the questions more formal;Another example is that teachers' questions are only targeted at minority groups,seldom take into account all students,and reduce students' enthusiasm for thinking.In addition to these problems,there are still many problems,and the existence of these problems leads to the question can not play its due role in the actual classroom teaching,thus affecting the quality of education and teaching.In order to understand the status quo of classroom questions more clearly and find out many problems in the current classroom questions,and put forward feasible improvement measures on this basis,this paper is divided into five parts:The first part: Preface.Including the research origin,purpose,methods and research status at home and abroad.The second part: The theoretical explanation of the class questioning.In this section,the author analyzes the educational objectives and educational content of the “Appreciation and Commentary” art of the academic section in the new curriculum standard.The basicconnotations of "questioning" and "questioning in class" and the theoretical basis of class questions were elaborated.The third part: The investigation and analysis of the classroom questions in the "appreciation and commentary" field of junior high school fine arts.Through the investigation of teachers and students from two perspectives,this paper analyzes the status quo of classroom questions in practical teaching and analyzes the reasons based on the status quo.Part IV: Strategies for optimizing classroom questions in the “appreciation and review” art field.Combining the actual status of classroom questions and questions in some lesson examples,the classroom questions are divided into three links: design,implementation,evaluation and feedback.And from these three links,we begin to analyze and explore the strategies for optimizing the classroom questions in the “appreciation and commentary” field of junior high school art.The fifth part: Based on the optimization strategy to analyze an outstanding class.Take the high-quality class “Walk into Folk Art” as an example to analyze this lesson.