Research On Effective Classroom Questioning In High School Ideological And Political Class

Learning derives from thinking,thinking derives from doubt.Educational psychology research indicates that the thinking process of students often starts with raising questions.Raising and solving questions accompanies the whole teaching process.Classroom questioning is a continuous process in which teachers and students discover questions,raise questions,and finally solve them.In this process,it's through asking questions that stimulates students' interest in learning,cultivate their ability to think independently and enhance students' consciousness of problems.At the same time,it is also conducive to the smooth development of teachers' classroom teaching activities and improve the effectiveness of classroom teaching.In the context of the reform of the new college entrance examination,effective classroom questioning has become the core for the transformation of high school ideological and political classrooms.Under such circumstances,the importance should be attached to classroom questioning in high school ideological and political classrooms.However,there still exists many misunderstandings in the classroom questioning of high school ideological and political classes,including invalid or inefficient questioning in the teaching process,which seriously affect the teaching outcome and the classroom atmosphere,as well as dampening the students' learning interest.Only by making full use of the classroom questioning can the content of the textbook be taught to the students.In response to this situation,the author studied the effective questioning of high school ideological and political classroom teaching,and intended to use this as one of the important methods of effective classroom teaching.This article includes the following four parts: First and foremost,it summarizes the significance of effective questioning as a commonly used teaching method,and a a review of related literature and the corresponding research methods adopted in this article.In addition,the theoretical basis and core concepts of effective questioning in high school ideological and political classroom teaching are discussed.Last but not the least,the article combines the investigation of the status quo of effective questioning in high school ideological and political classroom teaching with its own teaching experience to analyze these status quo and explore the reasons why the status quo of high school ideological and political classroom questioning is not optimistic.The author puts forward constructive and practical advice from four aspects:teacher and student preparation,pre-setting of questions,implementation of questions in class,and reflection of questions after class,in order to improve the effectiveness of classroom questioning in high school ideological and political classrooms.