【作者基本信息】 华东师范大学， 教育硕士（专业学位）， 2017， 硕士
【Abstract】 Questioning, which is a way of interaction between teachers and students, have occurred since the arose of the educational phenomenon. Classroom questioning is one of the most important forms of classroom organization. It has been widely used in classroom teaching courses, since the class system appeared. New courses play a fundamental role during varies lesson types of senior ideological and political classes, and it also have an important effect on other types of the ideological and political classes. As for the new teaching courses, classroom questioning was also being widely used. Effective classroom questioning plays important roles in promoting the learning objectives’achievement, motivating the interests of students to this subject and even enhancing the learning enthusiasm of the class, during the whole stage of the new ideological and political classroom teaching courses.However, in the real new ideological and political classroom teaching, classroom questionings are still facing the problem, which means the ineffectiveness or inefficiencies of classroom questions. Therefore, the study of this paper focus on "The effectiveness of classroom questionings in the ideological and political new teaching courses", which tries to improve the effectiveness of classroom questioning in the new ideological and political teaching courses.As the survey shows that classroom questioning also exists some problems in the aspects of presupposing, implementing, reflections, etc. In the stage of presupposing, the main problems are contained the obsolete situational designing, lacking of interests; the imbalance between difficulties and quantities, invalid questionings. There are also some problems just like the ambiguous description of the questions, students’ unfounded answers and other issues. During the implementation phase of questioning, teachers do also have some mishandling behaviors in dealing with the problems, such as:asking questions, inviting students to answer, waiting for the answers, answering questions, assessing the answers and other specific aspects. In the reflection stage of questioning, there are also some existing problems of teachers in the aspects of the awareness and behaviors of reflection and its improvement, which resulted in the inefficient and even ineffective questioning reflection.This paper shows three important reasons for the above problems, which are institutional reasons, reasons of teachers, students and other reasons. Exam-oriented educational system merely leads the classroom questioning in the ideological and political new teaching courses into formality. The defects of teachers’ educational concepts, professional quality and professional dedication, all of which restrict the validity of classroom questioning in the new ideological and political teaching courses. Students pay insufficient attention, poor ability to participate, the lack of questioning courage, hindering the effectiveness of classroom questioning in the new ideological and political teaching courses.Combined with questionnaires, interviews, previous results, to improve the effectiveness of classroom questioning in ideological and political new teaching courses. This article proposed some operational constructive suggestions, based on the teachers and students preparation, presupposing of the class, the question of the implementation of the class and the after class reflection four aspects, which tries to make some modest contribution for its teaching and research of the ideological and political course.For the effectiveness of classroom questioning in the new teaching courses of ideological and political subject. This paper can not have an exhaustive study of all aspects of the research, the newcomers may use this as a starting point, to carry out new and constructive researches.
【Key words】 Ideological and Political Education； New Teaching Courses； Classroom Questioning； Effectiveness；
- 【网络出版投稿人】 华东师范大学