Research On The Effective Inquiry Of High School History Classroom Teaching

"Cross-examination" means that in order to make students really understand a specific knowledge,they ask questions again after asking questions,so that students really understand.It can be seen from this that the essence of questioning is question-based teaching method,whose purpose is to enable students to better achieve the requirements of teaching objectives.Effective questioning as the starting point of classroom teaching can fully mobilize the active thinking of students,restore the causal relationship between historical facts,and reproduce the formation process of historical thinking,so as to maximize the efficiency of teaching.In the teaching practice,the author constantly tries to improve the efficiency of classroom teaching by asking questions.At the same time,a lot of confusion arises.During the exploration,the author constantly reflects and summarizes some effective strategies for asking questions.On the basis of teaching practice and drawing on the experience of others,the author chooses the topic of "research on the effective questioning strategy of high school history classroom teachers" to write the master's thesis.With problem solving as the goal,classroom observation as the means,and case analysis as the carrier,this paper adopts the observation and practice method,case study method and literature analysis method.In this paper based on the basis of learning and try to combine their own actual teaching experience and relevant teaching cases,clear the connotation and the theoretical basis for the effective classroom,demonstrate the function of the high school history teacher classroom effectively cross-examine,in practice,explore the principles of effective questions on induction high school history classroom effective timing,principles and strategies in aspects of language teachers and effective that should pay attention to the problem,expecting to contribute to the improvement of the high school history classroom inquiry teaching.In addition to the introduction and conclusion,the paper is divided into five chapters:Chapter one,the definition of concept and its theoretical basis.This chapter mainly defines the concepts of classroom questioning and effective questioning,and discusses the theoretical basis of effective questioning,namely the theory of dialogue teaching,the theory of constructivism and the theory of zone of proximal development.Chapter two,the function of effective inquiry in high school history classroom teaching.This paper mainly discusses from four aspects,which are helpful to stimulate students' interest and motivation in learning,to consolidate students' knowledge base,to cultivate students' thinking ability,and to cultivate students' independent personality.The third chapter,the strategy of effective inquiry in high school history classroom teaching.This chapter is the core of the paper,mainly combined with teaching cases,from the design of effective questions,choose the right ideas,seize the opportunity to ask questions,the use of effective language and pay attention to the link of waiting to answer five points of view summed up the classroom effective ask strategy.In the fourth chapter,some questions should be paid attention to in high school history teaching.This paper mainly analyzes from three aspects: positioning the role of teachers,cultivating students' awareness of problems,and improving teachers' teaching wisdom.