Research On Questioning Strategies Of Ideological And Politics Course In Senior High School Based On Deep Learning

With the continuous advancement of the new curriculum reform,deep learning has become a hot topic in the field of education.Deep learning is different from shallow learning in that it focuses more on developing students’ higher-order thinking and constructive skills.As an important way of teacher-student interaction,classroom questioning plays an important role in promoting students’ deep thinking and deep learning.Therefore,in the teaching of high school ideological and political courses,teachers should design students as the main body,guide students to actively participate in deep learning through high-quality classroom questions,encourage students to fully participate in learning activities,collision and divergent thinking in activities,and deepen cognition in communication,so as to achieve the goal of deep learning.The innovation of this paper is to combine deep learning with high school ideology classroom questioning,and to propose a deep learning-based high school ideology classroom questioning strategy based on exploring its internal connections.It analyzes how teachers can use classroom questioning design,questioning implementation,and questioning evaluation to promote students’ deep learning.Specifically,this paper is mainly composed of the following five parts.Part Ⅰ: introduction.This paper mainly introduces the background and significance of this research,the literature review of relevant researches at home and abroad,the research methods,the innovation and shortcomings.Part Ⅱ: Deep learning and classroom question related theoretical explanation.Firstly,the connotation,characteristics and theoretical basis of deep learning are introduced.Then it introduces the connotation,characteristics and theoretical basis of classroom questioning.Finally,on this basis,the correlation between deep learning and classroom questioning is explained.Part Ⅲ: The effectiveness,existing problems,reasons and results of the deep learning-based classroom questioning in high school ideological and political class.Through the questionnaire survey of students and interviews with teachers to analyze the data to understand the status quo of deep learn-based ideological and political class questioning in high school,and the existing problems and their causes are analyzed from both students and teachers.Part Ⅳ: The main features and basic principles of questioning in high school ideology and politics classroom based on deep learning.Four main features and four basic principles are introduced respectively.Part Ⅴ: Optimization strategies and teaching cases of high school ideological and political classroom questioning based on deep learning.This part is the core part of the thesis.Firstly,the corresponding teaching implementation strategies are proposed from three aspects: design of classroom questioning,implementation of classroom questioning and evaluation of classroom questioning.Then,taking "Realizing the Chinese Dream of the Great Rejuvenation of the Chinese Nation" in the second box of the fourth lesson of Socialism with Chinese Characteristics,a compulsory course for high school ideology and politics,as an example,the optimization strategy of deep learning-based ideological and political classroom questioning in high school is elaborated from three aspects: classroom introduction,new lesson teaching and consolidation and improvement.