Research On Classroom Questioning Design Of Morality And Rule Of Law

As a novice teacher with only two years' teaching experience,I found that there are often some meaningless problems,problems deviated from teaching objectives or problems that students are not interested in in.In the classroom teaching of morality and rule of law in junior high school,choosing different questioning types and ways in classroom questioning design will have different results for the teaching effect of morality and rule of law.Classroom questioning design of morality and rule of law is closely related to stimulating students' interest in learning and effectively improving classroom teaching effect.I take K,H and L,three teachers of ethics and rule of law in W Middle School as the research objects,and use case study,literature analysis,classroom observation and interview to make an in-depth research and analysis on the classroom questioning design of three teachers' ethics and rule of law from two aspects,so as to find out the existing problems,causes and corresponding countermeasures of the classroom questioning design of ethics and rule of law in W Middle School.Make some reference for improving practice.Through analysis,the problems existing in the classroom questioning design of morality and rule of law in W Middle School are summarized as follows: the question design tends to the knowledge points in teaching materials,the waiting time for answering questions is short,the coverage of questions is small,the answers to students are improper,and the classroom questioning is divorced from students' academic conditions.There are four reasons for these problems in classroom questioning design: teachers' concept is relatively backward,teachers' lack of relevant professional knowledge,teachers' practical operation ability is not strong,and teachers' professional growth motivation is insufficient.And put forward five strategies for optimizing classroom questioning design: strengthening learning and changing teachers' concepts;Question design pays attention to the comprehensive application of different types of questions;Questioning design pays attention to students' life and individual differences;Give priority to inspiration and give students reasonable waiting and rational answers;Strengthen teacher training and actively carry out school-based teaching and research activities.