With the promotion of the new round of basic education curriculum reform, with the development of students as the main goal, teachers and students are required to actively interact and develop together in the teaching process, promote students' personalized learning and gradually go deep into the classroom. Problem-based teaching is close to the new curriculum standard and the enrollment rate, which has also aroused our concern, research and exploration. In the classroom teaching of real history, almost all teachers have adopted the problem-based teaching mode, but the results are not the same. Some problems are of low quality, too simple, active in class, and students' thinking ability has not been improved. Some questions are very difficult. Students can only "silence" and "participate". Teachers try their best, but students still "get up but don't send them", which seriously dampens students' enthusiasm for learning. At present, this inefficient history classroom teaching still exists, and not all the expected goals of classroom teaching can be achieved. Based on teaching practice, this paper puts forward some views on improving the effectiveness of problem design in history teaching.

First, the status quo of history classroom teaching design

In recent years, the reform of history classroom teaching has been deepened, and teachers are trying to break the "cramming" and generally attach importance to the design of classroom problems. However, due to the influence of various factors, some teachers' ideas are vague and confusing, and there are still the following phenomena in the design problems in classroom teaching:

1. There are two extreme tendencies in design. Either it is an overly simple multiple-choice question, or it is a very superficial fill-in-the-blank question, or it is an extremely broad problem. Optional questions such as: Really? When did this historical event take place? And so on, such questions have low thinking content and cannot play a role in training students' academic ability. But the scope of the problem that is too difficult is too large or too wide, or too deep and too difficult. Students have no concept and don't know how to answer. Such problems can not only train students' thinking ability, but also make it difficult to achieve the most basic teaching objectives.

2. The problem is too general, the level is not clear and the direction is not clear. How did the Revolution of 1911 happen? This big and comprehensive problem inhibits students' thinking and leads to students' weariness of learning.

The problem is too complicated, and there is no priority. When were historical figures born? Where are you from? What are the deeds? How to evaluate him? "Full-time irrigation" becomes "full-time questioning", and students learn nothing in laughter. This kind of problem confuses the focus of teaching and delays students' study time.

4. Feel free to ask questions. In class, every time I say a sentence or two, I ask if it is true, or when I talk about a certain knowledge point, I suddenly learn some problems that have little to do with the classroom teaching content, which distracts students from the knowledge point.

Second, the design principles of history classroom teaching problems

In order to improve the effectiveness of classroom teaching problem design, we should follow the following principles:

1. Control the difficulty. The purpose of classroom questioning is to arouse students' enthusiasm for learning, and it will lose its meaning if it is not difficult or too difficult. Therefore, the problem of design should not be too difficult, and should not exceed the existing knowledge base and acceptance ability of students. Starting from the reality of students' cognitive ability and existing knowledge and experience, according to the differences of different students, let each student "jump" to pick different "fruits".

2. Grasp the gradient of the problem, that is, pay attention to the hierarchy in the design of the problem. Design problems should include small problems at different levels, from easy to difficult, which are suitable for the needs of students at all levels, thus forming a series of problems.

3. Pay attention to effectiveness. The problem of design is effective only if it helps to solve the key and difficult problems in the teaching content of this lesson.

4. Pay attention to contact. Historical development is intrinsically linked, so problem design should pay more attention to the relationship between time (vertical) or space (horizontal). What students have learned or have not learned cannot be connected, which restricts the extension of students' thinking, the deepening of teaching objectives and the strengthening of knowledge points.

Thirdly, the methods and skills of problem design in history classroom teaching.

In classroom teaching, the quality of problem design directly affects the classroom teaching effect. Problems with high thinking content are not only conducive to the completion of classroom teaching objectives, but also stimulate students' thirst for knowledge, provide a bridge for students to find and solve difficult problems, and improve students' thinking ability in history.

1. The overall idea, layers of questions. The problem of design in classroom teaching should be considered from the whole teaching content, forming the whole knowledge structure of teaching content. In the whole structure, it is necessary to define the hierarchy according to the key points and difficulties, organize a series of problems according to the hierarchy, and form a problem chain with clear direction, clear thinking and clear internal logical relationship. Students master knowledge and train their thinking ability in the process of solving this problem chain. For example, the compulsory course of History People's Education Edition "The Formation of Centralization in Qin Dynasty" first grasps the teaching content of this course as a whole, which is the formation of centralization in Qin Dynasty. Based on this, we can design three major problems in the teaching content of this course: the background of the formation of centralization in Qin Dynasty (from the hegemony of princes to the unification of Qin Dynasty); The content of centralization in Qin dynasty (imperial power is supreme, central control, and the county system is fully implemented); The influence of centralization in Qin Dynasty (both positive and negative). Every big question is redesigned with detailed small questions, such as the understanding of supreme imperial power, which can be designed as: What is the origin of the title of emperor? How was it established? What are the characteristics of this system? What is the impact of this system? How to evaluate? Wait for questions.

2. buckle the key points and grasp the difficulties. Emphasis and difficulty are the core of classroom teaching in each class. When the key points and difficulties are solved, the goal of classroom teaching is basically realized. Therefore, the problem of classroom teaching design must focus on the key and difficult points of the teaching content of this course. For example, when we study the causes of the situation of "a hundred schools of thought contend" in the ancient history of China, we should pay attention to breaking through the difficulty that "the great social changes in the Spring and Autumn Period and the Warring States Period are the fundamental reasons for the formation of a hundred schools of thought contend", which is somewhat difficult from the current cognitive level of students. A series of questions can be designed to break through, such as: what changes have taken place in the social economy during the Spring and Autumn Period and the Warring States Period? What changes have taken place in social politics, class relations and ideological and cultural fields caused by these changes? These changes involve profound changes in all aspects of society during the Spring and Autumn Period and the Warring States Period. What are the characteristics of the times during the Spring and Autumn Period and the Warring States Period? Through the solution of these problems, students have a certain understanding of the social economy and politics in the Spring and Autumn Period and the Warring States Period, and it is easy to understand that "the great social changes in the Spring and Autumn Period and the Warring States Period are the fundamental reason for the formation of a hundred schools of thought". Therefore, the problem of classroom teaching design must be targeted.

Effective questions are like a key, which opens the door for students to think. To provide such a key, teachers should take students' cognition, thinking and emotion as the basis, take curriculum standards as the guide, constantly optimize problem design, and build a dynamic and effective history classroom.