How to improve the theoretical basis of effective political teaching in senior high schools

Questioning in class is not only a teaching method, but also an art of teaching. In politics classroom teaching in senior high school, it is very important to ask questions scientifically and effectively. It is an important link to promote the benign communication between teachers and students and an important way to inspire students to think and explore independently. An excellent teacher must know the skills of questioning in class. Only through the guidance of wisdom and clever questioning can he "awaken" students' desire for knowledge, inspire students' thinking, promote students' autonomous learning and reach the highest level of teaching.

The following is the author's experience in senior high school political work for reference.

First of all, cut to the chase, cut to the chase.

Asking directly is also asking directly. The advantage of this way of asking questions is that it is simple, direct and intuitive, and it can go straight to the point without too many procedures. This way of asking questions is suitable for new lesson introduction, knowledge summary and review test. Politics classroom teaching in senior high school is also inseparable from straightforward questioning, which is an important means of classroom teaching.

For example, when teaching life and consumption, the content of this lesson is closely related to our daily life, and there are not many profound or academic concepts. Then, when introducing a new class, you can directly ask: What is money? What is foreign exchange? What are the commonly used settlement credit instruments in economic activities? What are the factors that affect the price change? How many types of consumption are there? No embellishment, no euphemism, straightforward questions let students quickly enter the learning state.

Second, carefully design and choose the right way.

Carefully designed questions refer to choosing appropriate questions before class and when designing teaching. Teachers must carefully explore the breadth and depth of teaching materials before class, carefully design each question, truly embody the art of arousing doubt, and play a role in attracting jade. The design of classroom teaching problems must be based on the actual level of students and the requirements of teaching materials. Teachers should carefully design the content and form of questions when preparing lessons. The questions raised should not only capture students' curiosity and stimulate their interest in learning, but also be typical, highlight the key points and difficulties in classroom teaching, and make the questions ask at the key points of knowledge.

For example, when learning the content of "establishing a correct consumption concept", I take the use of disposable lunch boxes and chopsticks as an example and set the question as follows:

1. What social phenomenon does the above facts reflect?

2. What kind of consumption concept should be established?

Please make suggestions for solving "white pollution" and "waste of resources".

This setting is hierarchical, which is convenient for students at different levels to answer, and at the same time contains the important and difficult knowledge of this course. By thinking and answering these questions, students can master the content of this lesson well.

Third, seize the opportunity and stress art.

Grasping the opportunity to ask questions and emphasizing classroom art does not mean that when you ask questions, you can enlighten your thinking, develop your ability and improve your intelligence. Kong Ziyun: "If you are not angry, you will not be angry." A teacher must be good at trying to figure out students' psychology, carefully study and grasp the learning situation, ask questions in time and guide them skillfully, because it is difficult for students to respond positively before asking questions; If you miss the opportunity, it is difficult to give full play to the best effect of asking questions. The best time to ask questions is when students are "angry" and "anxious". Asking questions at this time will definitely encourage them to think positively and seek again and again.

For example, in the teaching of "looking at the problem from the perspective of connection", I first asked such a question: "How did Tian Ji win the final victory of the competition by using the method of system optimization?" Then, the students are guided at different levels to make it clear that "Tian Ji doesn't care about the result of a horse race, but should plan as a whole", "pay attention to the overall goal, adjust the appearance order of horses according to the deployment of the other side" and "optimize and adjust the system structure through reasonable arrangement order", and finally make students realize the three requirements of mastering the system optimization method. But the problem can't stop there. On the basis of students' cognition, I further asked: What philosophical truth does the different results of "three monks have no water to drink" and "three heads are better than one Zhuge Liang" show?

For another example, when I was studying "the limitations of market economy", I showed the students the news report of "melamine tainted milk powder incident", which aroused the students' * * * voice emotionally. Then ask the students:

1. What do you think is the direct cause of the disastrous consequences?

2. What is the root cause of this ending?

3. How can we prevent the above phenomenon from happening?

Political teaching is closely related to social life, and some current political hotspots and focal issues are often of interest to students. Therefore, problems should always be linked with these problems. This will not only make the classroom full of the flavor of the times, but also effectively mobilize students' positive thinking.

The classified query of periodical articles is in the periodical database.

Fourth, confusion and inspiration, complexity and simplification.

Doubt is the golden key to students' wisdom. In short, heuristic questioning refers to simplifying complex questions, individualizing diverse questions, and inspiring students to think and understand with the simplest small questions, thus solving complex and diverse big problems. The "economic knowledge" in senior high school politics is generally regarded as a difficult part by students, so we can ask questions with questions, induce students to explore with questions, and inspire students to think with questions, thus helping students understand and master difficult knowledge.

For example, the lesson "Finance and Tax Law" is complex and difficult, which makes many students feel headache. In order to facilitate students' understanding and study, the teacher first asked the students: China needs funds for its economy, education, culture and army building, right? So where do these funds come from? How is it managed and dominated? In this way, the boring theory is introduced in popular language, which also arouses students' curiosity and inspires their thinking. Then, clarify the context of knowledge by asking questions, such as what is finance? What is fiscal revenue and expenditure? What is the role of national finance? What is the important source of national fiscal revenue? Then it becomes easy to understand the concept, types and functions of taxation.

Fifth, step by step.

In-depth questioning at different levels, as the name implies, is to start with the simplest questions, ask questions at different levels and step by step, and guide students to think and understand in depth step by step, so as to grasp the phenomenon of political life and the essence of its political theory. If the enlightening and inducing questions are simplified, the depth questions will be simplified, which is also an effective way to help students master political theory knowledge.

Taking the course of "the connection view of materialist dialectics" as an example, this paper puts forward deep questions step by step to guide students to think, so as to understand the philosophical essence of the connection view of materialist dialectics. First of all, let's start with a familiar example: why did the fire at the city gate hurt the fish in the pool? What is the "butterfly effect"? This is precisely because things are universally related, whether directly or indirectly. In addition, communication is diverse, including inevitable communication and accidental communication, as well as phenomenal communication and essential communication, which should be analyzed according to specific time, place and conditions. In this way, starting with the phenomena in life and the simplest problems, we can gradually deepen students' thinking and promote students' in-depth understanding of the problems.

Sixth, situational experience, active classroom

Political course is a theoretical course to cultivate students' basic political quality and help them establish correct life values. However, theory cannot be separated from practice. In teaching, teachers can use situational experiential questioning to integrate theoretical knowledge into real situations, stimulate students' interest in learning, activate classroom atmosphere and improve teaching efficiency.

For example, in the course of "realizing the value of life", students can ask questions by creating teaching situations, so that students can experience and think in the situations. With the help of multimedia, we will show touching pictures of volunteers' heroic rescue, volunteers from all over the world rushing to the front line to support, and schools, units and communities sponsoring donations to support the disaster-stricken areas. Teachers once again seized the opportunity to ask questions: are the actions of volunteers, volunteers and donors valuable? What are their values? What are the criteria for evaluating their value? Through such situational experience and questioning, it is not difficult to draw a conclusion that the true value of human beings is realized in selfless dedication and social responsibility. Because the questioning method of situational experience exaggerates the classroom teaching atmosphere, makes boring political theory active, and arouses students' learning enthusiasm. The following teaching is much easier. Students not only quickly grasped the main points of this lesson, but also learned to think differently and analyze problems from multiple angles.

Seven, enthusiastic encouragement, timely evaluation

Contemporary middle school students have strong self-esteem. Many students are afraid that they will be laughed at by their classmates if they don't answer questions well, and they will "lose face", so they avoid answering questions. Grasping students' psychology, the author appropriately uses enlightening words such as "Who will bask in his own views" and "We shouldn't always give success to others" after asking questions, so as to eliminate students' psychological obstacles and enhance students' awareness of participating in classroom questions and answers independently.

A good word warms three winters, and a bad word hurts June. The author believes that teachers should pay attention to the following three points when evaluating students:

First, enthusiastic encouragement and full protection, even if the students only answered a little, they should be fully affirmed.

Second, the evaluation is accurate and appropriate, aiming at students' answers, accurately find out the "crux", strengthen students' correct understanding, correct students' wrong views, and do not abuse exaggerated evaluation language.

Third, the teacher should give the students a few seconds to think after asking questions clearly and concisely, and then let the students answer. After the teacher asks the students questions, no matter how the students answer them, they should make positive comments in time, and they must not just "sit still". If students can't answer for a while, teachers should encourage, inspire and induce students to answer in an appropriate way. If you don't evaluate the correctness of students' answers, you will immediately ask students to answer the second question, or the evaluation is vague, which makes students confused. Or just talk about shortcomings, not advantages, or tell students the answer too early to think instead of students. Over time, students will have no passion, no encouragement and gradually lose their enthusiasm for participation. Teachers should positively evaluate students' answers in different ways. For example, ask a key point or guide students to answer another related question; Correct students' answers, put forward new ideas and supplement the new information of students' answers; Emphasize students' opinions and examples, and guide other students to participate in the revision and expansion of answers. Therefore, when asking questions, teachers should appropriately use encouraging words such as "talk about it", "bravely talk about their own views" and "it doesn't matter if they are wrong" to eliminate some psychological obstacles for students to answer questions, such as shyness and fear of difficulties. For underachievers, we can also use some simple questions to let them experience the joy of success, so that students' self-confidence will be greatly enhanced and their awareness of independent participation in class will be enhanced.

There are many effective ways to ask questions in senior high school politics class, which need teachers to explore and discover constantly, and enrich and improve in teaching practice. On the basis of practice and reflection, let's try to build a harmonious and interactive classroom and ask about the wonderful classroom.