History classroom questioning the degree-毕业论文翻译.docVIP

History classroom questioning the degree The classroom history teaching in question is one of the means used. With the deepening of education reform, more and more questions of classroom teachers have deepened the understanding in practice to be innovative. Long made me realize that teaching practice , to make the real questions received satisfactory results, not only to be asked instructive, scientific, specific, and for all, but also must be timely and appropriate. The following questions how far as “moderate” On some superficial understanding. 1. Classroom questioning students must take into account the extent of knowledge for research, according to psychologists, if one can use his existing knowledge to answer a question, then the thinking process does not occur. When the question shall be by means of those he can be resolved without the knowledge, the thinking process does not occur. To this end, questions must be associated with the students prior knowledge, are connected, so the teachers to fully understand and master their level of knowledge, intelligence, learning culture, learning attitude and other areas, based on the analysis of a design question. 2. Classroom Moderate Difficult questions must be asked in the classroom, students and teachers not to answer the question is closely related to the difficulty. The problem is too difficult, students alike, and the problem is too easy, but also fails to pique the interest of students. Difficult questions appropriately , should be to enable the students jump jump to pick the peaches, that is inspired by the students under the guidance of teachers, through reflection, can answer up. years of teaching practice shows that the degree of difficulty of classroom questioning should be class 1 / 3 to 2 / 3 of the students through thought-up is appropriate to answer. So, for those difficult problems, must be carefully designed to break down into a series of progressive approach, from easy to difficult li