Research On The Effectiveness Of Questioning In High School Ideological And Political Class

As an important part of high school ideological and political classroom teaching,questioning is the main means to achieve the goal of high school ideological and political teaching,and also a bridge between teachers and students.Effective classroom questioning can not only activate students' thinking and stimulate students' interest in learning,but also help teachers diagnose students' learning situation in time,reasonably control teaching progress and improve teaching effectiveness.In this paper,the author's internship school as an example,through classroom observation,questionnaire survey,teacher interviews and other ways of field research,found that the current high school ideological and political classroom questioning in Teachers' questioning frequency,questioning tone and attitude,the ability to express the problem and the waiting time after the question has achieved certain results,but due to the teachers' understanding of the problem before class The reasons of the lack of design energy input,the lack of subject resources development of teachers' classroom questioning,the lack of fair awareness of teachers choosing the questioning objects,the lack of teachers' understanding of the characteristics of students' psychological development,etc.,there are still single types of problems in classroom questioning,and the application ability training is not good;the background of problem generation is ignored,and the subject features are not enough;the questioning objects are relatively fixed,and students It is necessary to arouse the attention of the majority of front-line political teachers.Based on the problems found in the survey and on the basis of analyzing the causes of the problems,the author explores how to improve the effectiveness of high school ideological and political classroom questioning,and puts forward specific strategies from three aspects: the design of questions before class,the implementation of questions in class and the evaluation and feedback after answering.In the stage of problem design before class,teachers should carefully design the goal,type and situation of the problem to improve the quality of the problem.In the implementation stage of questioning in class,teachers should pay attention to creating a good classroom atmosphere before asking questions and grasp the best opportunity to ask questions;when waiting for students to answer,they should arrange the waiting time reasonably according to the difficulty of questions,guide and encourage students to think actively;when choosing the answer object,they should face all students and be good at using a variety of questioning methods;when students' answers are not correct or complete,they should pay attention to the following aspects Face,to timely dial and guide.In the feedback stage,the teacher should give reasonable and effective evaluation on the students' answers,the evaluation angle should be objective and comprehensive,the evaluation language should be specific and rich,and the evaluation methods should be flexible and diverse.