Optimizing Classroom Questioning to Improve the Quality of Ideological and Political Courses in High Schools

Abstract

Under the concept of quality education, how to optimize classroom questioning to promote ideological and political courses in high schools in such a way to fit students’ reality and promote students’ all-round development has become a hot topic. The ideological and political curriculum standards for high schools (2017 edition) implored grasping the subject’s core literacy, improving the art of classroom questioning, directing classroom questioning toward “breadth,” “depth,” and “temperature,” promoting the development of in-depth studies, designing based on real-life circumstances, and learning to teach for students’ lifelong development. Therefore, it is very important to enhance the motivation of students’ development.