A Study On The Effectiveness Of Teachers' Questioning In High School History Classroom Teaching

Classroom questioning is a very common classroom teaching behavior and an important communication medium between teachers and students.It plays an important role in the process of history teaching,so the study of history classroom questioning is of great practical significance to history teaching.Through the effective questioning in history teaching,teachers can give full play to students' learning initiative and achieve the goal of taking students as the main body.Although there are many studies on the effectiveness of classroom questioning in recent years,some inefficient or inefficient problems still exist in practical teaching.Through questionnaire survey,teacher interview and classroom observation and other ways to collect data,and collate and analyze,from the effective perspective of classroom questioning to investigate the actual situation of history teachers' classroom teaching,find out some problems existing in classroom questioning,and then find out the strategies to solve the problems.Through the collation and analysis of the data,we can see that there are some problems in the current classroom questions: first,the enthusiasm of students to answer questions is not high;second,teachers' understanding of effective questions is not comprehensive;third,teachers pay less attention to planning problems;fourth,teachers' questioning methods are not diversified enough.In order to truly implement the effectiveness of classroom questioning,teachers should adopt effective strategies to promote the emergence of effective problems.When preparing lessons,teachers should fully presuppose,understand students' cognitive level,clarify the purpose of the problem,and carefully prepare the problem design;when asking questions,teachers should use different methods of questioning;when selecting the object of questioning,teachers should also arrange properly and reasonably.History teachers need to constantly improve their professional knowledge and professional skills in order to avoid inefficient or ineffective questions and promote effective questions.