Use Critical Thinking To Optimize High School History Classroom Questioning Research

Classroom questioning is one of the teaching methods of senior high school history teachers.It is an important way of communication and communication between teachers and students.It plays an important role in cultivating students' problem consciousness and thinking ability.But at present,there are few open questions in high school history class,too random questions,neglecting students' main position and lack of targeted evaluation,so that the effectiveness of classroom questioning is greatly reduced,and can not adapt to the requirements of curriculum standards in the new period.Critical thinking is a kind of thinking that encourages people to be reasonable and reflective of what they believe or to do.Its main characteristic is analysis,evaluation and criticism.It requires people to have doubts and reasonable arguments about everything.Critical thinking is the tool of classroom questioning and the art of thinking which teaches people to be good at questioning,and classroom questioning can make critical thinking play a core role in teaching and become a means of shaping students1 critical thinking.Therefore,the use of critical thinking in the optimization of high school history classroom questioning can not only shape the students' thinking ability on historical issues,promote the development of thinking,but also improve the way history teachers ask questions in class,and improve teachers'teaching accomplishment.More to our country high school history teaching has the positive promotion function,However,the combination of critical thinking and high school history class questioning is not much research,and its importance has not really been paid attention to.Therefore,through classroom observation and teaching experiment,this paper has a preliminary understanding of the current high school history classroom questioning problems,and analysis of its reasons,so as to further propose the solution strategy,specifically covering the following parts:Part one:the concept of critical thinking and its significance in high school history class.This paper mainly introduces the concept of critical thinking,and expounds the relationship between critical thinking and classroom questioning and historical thinking respectively,on the basis of defining the theory of critical thinking.It further analyzes the significance of applying critical thinking to high school history class questioning.The second part:the present situation analysis of the application of critical thinking in high school history classroom questioning.Through the classroom observation and teaching experiment of history class in Chuzhou Y Middle School,this paper finds out the problems and influencing factors existing in the history class of high school at present.The third part:using critical thinking to optimize the principles and strategies of senior high school history classroom questioning.In view of the problems and influencing factors existing in the use of critical thinking in history classroom questioning in senior high school at present,based on the principles of logic,authenticity,critical and open-label,the author points out that the teacher should change the traditional question concept,create the classroom environment of the "free",grasp the appropriate question opportunity and encourage the students to ask the questions.