Based On "Question Chain" High School History Classroom Teaching Design Applied Research

In 2019,the State Council promulgated the guiding opinions on promoting the reform of educational methods in ordinary senior high schools in the new era,and began to coordinate the reform of the new curriculum in ordinary senior high schools and the comprehensive reform of the college entrance examination.The document refers to the deepening of classroom teaching reform under the full implementation of the new curriculum and teaching materials,it requires students to master basic knowledge,basic skills and basic methods in a systematic way,while paying more attention to the cultivation of correct values,necessary character and key abilities to meet the needs of life-long development and social development.The teaching difficulties of history textbooks in senior high school need to explore more efficient teaching theory and teaching model to solve.The history curriculum standard for General Senior High Schools(2017 edition revised in 2020)points out that problem-oriented teaching should be taken as the starting point when designing the teaching process,combined with the logical level of teaching content,set up problems to be solved in the teaching process.Based on the“Problem chain” of high school history classroom teaching design can be used as the implementation of the core literacy of the history of the important grasp,promote the development of problem-solving ability,promote the change of teaching mode and promote the development of historical thinking.The application of“Question Chain” in history classroom teaching design of senior high school requires the thinking of embedding question chain design in three concrete teaching designs: preparation before class,teaching link and teaching reflection.First,in the pre-class preparation,the determination of the main problem chain needs to revolve around the refinement of the teaching objectives of the core literacy and the teaching themes from a comprehensive and pluralistic perspective,then it extends the concrete sub-problem chain by combining the main problem chain with the teaching theme.Second,in the three teaching links of introduction,activity exploration,summary and promotion,the formation of a ring-linked,layer upon layer of progressive integrity of the chain closed-loop problem.At the same time,it is necessary to set up the situation so that the problem of introduction can be directly pointed to the core problem The activity inquiry links pay attention to the deep excavation of the textbook historical materials and the cooperative inquiry way of learning from each other,and the summary of the promotion links Echo each other in form,sublimate the main idea in content,and enhance the national feelings The design of open-ended questions in question type plays the role of constructing the whole course to achieve the effect of in-depth learning.Thirdly,in the process of teaching reflection,from the dimension of teacher’s teaching,student’s learning and evaluation system,form the reflection from the perspective of test question chain.The introduction of the problem-chain perspective into the design of history classroom teaching in senior high school not only enriches the traditional problem-based teaching,but also broadens the train of thought for in-depth learning,at the same time,it raises students’ consciousness of questions and forms the whole cognition and construction of history.Of course,there are many problems in the actual classroom teaching,for example,the design of the problem chain is not integrated,asking questions casually,paying attention to the lack of learning,poor implementation,full house and the importance of questions and answers to ignore the problem-solving thinking.All of these need to do more in-depth research and reflection on problem chain theory and problem chain classroom teaching in order to improve the integrity,logic and scientific design of problem chain.