Research On The Optimization Of Questioning In High School Ideological And Political Classrooms

The "Standards for Ideological and Political Curriculum in Ordinary High Schools"(revised in 2017 edition in 2020)clearly points out the curriculum objectives of this discipline,that is,through the study of ideological and political courses,students can have the core literacy of "political identity,scientific spirit,awareness of the rule of law,and public participation",which points out the direction for the teaching of ideological and political subjects,that is,not only to attach importance to the teaching of subject knowledge,but also to pay attention to the cultivation of students’ core literacy.Classroom questioning plays an important role in this regard as a commonly used teaching method.Through classroom questioning,teachers can not only get feedback in time,but also better inspire students,promote students’ understanding of teaching content,and truly realize the true learning and understanding of Marxism.It is undeniable that with the emphasis on ideological and political education in recent years,the teaching skills of ideological and political teachers have been improved to a certain extent,but with the emergence of new problems and challenges,there are still some problems in the current ideological and political classroom questioning,so that the function of classroom questioning cannot be fully played.From this perspective,this paper combines his own internship experience,uses questionnaire survey method and interview method to sort out and summarize the problems existing in ideological and political classroom questioning,analyzes the reasons,and puts forward corresponding countermeasures.The paper mainly includes five parts: the first part is the introduction,which mainly explains the background of the thesis,the research significance,the research status at home and abroad,the research methods and the innovations,so as to lay a theoretical foundation for the subsequent research of this paper;The second part is based on previous theoretical research,which defines the concepts of classroom questioning and high school ideological and political classroom questioning,and summarizes the characteristics,significance and principles of high school ideological and political classroom questioning.The third part explains the design of the questionnaire,and summarizes the main results and existing problems of ideological and political classroom questioning through the collation and analysis of the obtained data,including the improvement of attention,the waiting time is more reasonable,the types of questions are rich and diverse,and the question design is close to life in four aspects,the existing problems mainly include fixed question and answer objects,lack of situation setting,teacher evaluation is too simple,single type of questioning,and student silence response five aspects,while from the teacher level,student level,The reasons for this are explained in three dimensions at the school level.The fourth part mainly discusses the optimization strategies for questioning in high school ideological and political classrooms,including four levels: questioning skills improvement strategy,pre-class question design strategy,in-class problem implementation strategy,and after-class problem reflection strategy.The fifth part is based on the above research,taking the lesson "The Market Plays a Decisive Role in Resource Allocation" as an example,the classroom teaching practice is carried out,and the question design is explained.