Research On Optimization Of High School History Classroom Questioning

Classroom questioning has always been an important part of Senior high School history classroom.With the development of new curriculum reform,the importance of classroom questioning is more prominent,and it has become important for students' learning initiative and of positive significance to better understand the key and difficult points of teaching.It can also cultivate students' thinking ability and learning ability,improve their interest in subjects,and enhance the communication and cooperation between students and teachers.However,in the actual teaching,there are many problems in classroom questioning,which is far from meeting the requirements of the new curriculum reform.Based on this,this paper takes the optimization of Classroom Questioning in high school history class as the research object through questionnaire survey,classroom observation,interview and specific case analysis to understand the status quo of classroom questioning in high school history from all aspects.On the basis of it,this paper points out the problems,analyze the causes of the problems,and put forward improvement strategies as detailed as possible so as to offer a reference for the teachers' classroom questioning.The paper is divided into five parts.The first part is the introduction,which summarizes the origin of the topic,research status,research significance and research methods.The second part is the theoretical basis of Classroom Questioning in high school history teaching,involving the definition of classroom questioning,the theory of it in educational psychology and the requirements of the new curriculum reform on it.Besides,the importance of questioning in high school history classroom is analyzed and the problem which should be paid attention to is put forward.Both are the basic standards of questioning design.The third part is about the current situation investigation,which is divided into three aspects.First of all,the classroom questioning for students is surveyed in the form of questionnaire.Then,the teachers' concept and behavior of Classroom Questioning is investigated in the form of observation and interview.Third aspect of this part includes questioning cases in the open classes,after class interviews and analysis of them.The fourth part is the analysis of the main problems and the reasons of the questioning in the high school history teaching class.The main problems are as follows: firstly,in the normal class,teachers ask questions at random and are lack of careful design of questions;secondly,many questions are separated from the students' recent development area and not worth thinking;thirdly,the presentation of questions lacks inspiration and can not play the role of provoking thoughts;fourthly,the presentation of questions is serious,abstract and lacking of situational features,which is difficult to arouse students' interest;Fifthly,the question is expressed broadly and lacks pertinence,which does not give students the perspective to think;sixthly,in the actual classroom,teachers are eager to seek the preset answer,leaving students insufficient time to think.And they always incline to students with higher level in answering questions;seventhly,teachers do not respond positively to students' answers,and do not provide the appropriate guidance.There are three main reasons for that problem: the influence of traditional teaching concept,the teachers' professional quality and ability to be strengthened,and the lack of full guidance from school.The fifth part is to optimize the questioning in high school history teaching classroom,which is divided into two aspects.The first aspect is about "designing question",which includes five points.Firstly,the learning situation must be analyzed accurately to ensure that the designed questions are in the students' recent development area.Secondly,the questions should be worth thinking and can stimulate students' thinking actively.Thirdly,the situation of generating questions should be focused on and the questions should be integrated into the situation.Fourthly,the direction of the questioning should be clear and vagueness and emptiness should be avoided.Fifthly,the levels and gradients of the questions should be paid attention to and questions should be asked from the simple to the deep.The second aspect is about the effectiveness of questioning in classroom implementation.The paper gives suggestions from four ways: organizing inquiry activities,leaving enough time for thinking,balancing the opportunity of answering,paying attention to the guidance,evaluation after answering,cultivating democratic and equal teacher-student relationship.