A Study On The Teaching Application Of “the Question Thinking” In History Textbooks In Junior Middle School

Under the guidance of the "Junior High School History Curriculum Standards(2011 edition)",at the beginning of the new semester in 2016,the newest edition of junior middle school history textbooks has also stepped onto the stage of history.Under the requirements of the new round of curriculum reform,it has become the core task of every junior middle school history teacher to cultivate students' core literacy of history.This paper chooses the auxiliary column "the Question Thinking" in history textbooks of junior middle school as the research object,and studies the teaching application of "the Question Thinking" from three aspects.First,classify "the Question Thinking " and conclude that it has four characteristics:leading,enlightening,goal-oriented and obvious subject value;from the distribution of " the Question Thinking " in textbooks,it has four functions: improving literacy,consolidating knowledge,divergent thinkingandactiving classroom atmosphere;from the comparison with other auxiliary columns,it concludes that " the Question Thinking" has a unique position.Second,through questionnaires,interviews,classroom observation and other survey methods,to understand the current situation of "the Question Thinking " in the teaching application,and analyze the problems in the actual teaching application,such assuch as students' low learning enthusiasm,teachers' lack of attention,single teaching form and so on.Thirdly,combining with the current situation of "the Question Thinking ",this paper puts forward teaching strategies from three aspects:creating situations,improving literacy and reviewing knowledge.