A Study Of Status Quo And Strategies Of Teacher Questioning In Senior High School English Class

Questioning,an important way of classroom teaching,can enliven classroom atmosphere,focus students’ attention,and shorten the distance between teachers and students.Although many teachers have realized the importance of classroom questioning,there are still some problems in the actual implementation process.As many teachers are not skilled in proper questioning,it has become an obstacle to the normal progress of classroom teaching.In order to give full play to the advantages of classroom questioning to strengthen the interaction between teachers and students,activate the classroom atmosphere,and let more students take the initiative to participate in classroom teaching,teachers must therefore use classroom questioning skill in a reasonable and appropriate way to carry out teaching.With English classroom teaching in a Middle School of Jingzhou City Hubei Province as the research object,the author carried out the study and sent out questionnaires to 240 students and 30 teachers to get the first-hand data about the current problems of English classroom questioning and explore more effective strategies of classroom questioning.Based on the theories of "input hypothesis","output hypothesis",the "interaction theory" and the "stimulate-response" theory,the author adopts questionnaire method,interview method and classroom observation method to make investigation and uses SPSS 20.0 software for statistical analysis of the collected data.Through the study the author has found that the deficiencies of senior English classroom questioning are as follows.Firstly,the types of question are not properly designed.Secondly,the waiting time for questioning is too short.Thirdly,the ways of questioning need improving.And fourthly,the ways of feedback for questioning are not student-oriented.According to the research results,the author puts forward some countermeasures to improve the classroom questioning for senior high school English teachers:(1)to multiply types of questioning;(2)to rationalize waiting time;(3)to diversify questioning methods;(4)to optimize feedback strategies.The author comes to the conclusion that English teachers of senior high school must be aware of theimportance of classroom questioning strategies.They should learn more relevant professional knowledge,make classroom questioning plans in advance,design reasonable questions,and make comprehensive evaluation for the effect of classroom teaching.Only by constant study and learning from experience can English teachers get students involved in classroom teaching,stimulate their interest in English learning,inspire them to think positively,and finally improve their comprehensive ability in thinking,expressing,cooperating and problem-solving.