How Do Teachers Of Morality And Rule Of Law "Student-centered" In Classroom Questioning?

With the continuous reform and development of the basic education curriculum in our country,the educational concept of "teacher-centered" is changing gradually,and the "student-centered" educational concept of "teacher-led" and "student-centered" has been gradually formed.Under the influence of this idea,teacher-student dialogue has become the ideal state of education and teaching,and classroom questioning is undoubtedly the model of dialogue,so it has also become an important topic in education practice.However,some teachers' "monologue" teaching makes the function and function of classroom questioning not play effectively,which leads to the weakening of the meaning and value of classroom questioning in promoting students' learning and development.Therefore,this study tries to explore the effective strategy of "student-centered" classroom questioning through the method of action research combined with moral and rule of law class in junior middle school.On the basis of sorting out and summing up the relevant literature at home and abroad,this study is guided by the theory of the five key changes in Weimer's teaching,based on the research base of q county x Middle School,and taking the eighth grade students as the research objects,combining the methods of interview,observation and object analysis,three-round action research was carried out for three cases.Before the first round of Action Research,through two normal teaching classes,the author diagnosed that there were some problems in the process of classroom questioning,such as the unreasonable question type setting and the lack of clarity and conciseness of questions,and combined with Brumm's cognitive theory of educational goal classification,to change the current situation of closed problems in the mainstream,well-designed problems for the first round of Action Research.Through observation in action and interview after action,we find that there are some problems in the process of classroom questioning,such as dull classroom atmosphere,silence,fast speed,low efficiency,unreasonable feedback,etc.,the second action research should be carried out in three aspects: Creating a good classroom atmosphere,giving students proper time to think,and involving students in the feedback process.On the basis of the first two rounds,the researchers found that students did not actively question and ask questions,so in order to cultivate students' learning autonomy and sense of responsibility,the main body of classroom questioning was reversed,take measures to let students want to ask,ask,can ask,good ask,good ask to carry out the last round of classroom practice research,and finally through classroom observation and in-depth interviews summed up the effect of action.After summarizing the three-round action research,this paper draws the following conclusions: realizing the importance of "student-centered" classroom questioning,carefully preparing the content of questioning is the premise;It is the key to create an equal and harmonious classroom atmosphere;it is the basis of "student-centered" classroom questioning to inspire thinking,stimulate students to ask questions on their own initiative and let students take the responsibility for learning;and Educational Action Research is the professional development of teachers,an important approach to the road of research.Reflecting on the whole research process,the researchers found that there are still many deficiencies.First of all,the study time is not enough,the study is in a hurry to deal with it,so that more factors that affect classroom questioning can not be found,there is no pertinent and constructive adjustment to the whole research,so the analysis of the results is not deep enough.At the same time,through this research,the researchers realize that to carry out educational action research well,we need to lay a solid theoretical foundation,set up the consciousness of life-long learning,do a good job of teaching reflection,overcome the inertia of thinking,enhance the sensitivity of issues,and cooperate with others to promote professional development.Therefore,in the future education and teaching,the researcher will further explore the problems in practice teaching with a strict scientific attitude,reflect and summarize in time,change the educational idea,and form good educational habits,become a research teacher.