An Investigation On The Situation Of Teacher Questioning In English Class Of Senior High School

In the English classroom,every teaching procedure is inseparable from the teacher questioning,which is an important means of teaching.Teacher questioning is a two-way activity for teachers and students to exchange information.It can not only attract students’ interest,but also help teachers to understand students and adjust teaching in a timely manner.In addition,teacher questioning helps students inspire wisdom,develop thinking,and promote students’ participation in the classroom.Therefore,it is of great significance for English teachers to explore the current situation of high school English teachers’ questioning,discover the problems and explore the strategies.Through sorting out and analyzing the relevant researches at home and abroad,and combining with the actual situation of Xinxiang No.1 High School,the author conducted a questionnaire to 160 students in the Grade 2 of the school,and observed 4 English teachers in the same grade in the classroom,so as to investigate the present situation of teacher questioning in high school English class and answer the following research questions.(1)What are the characteristics of teacher questioning types,questioning methods,waiting time and feedback in high school English classroom?(2)What is the attitude of high school students towards teacher questioning in English class?(3)What are the strategies for optimizing current teacher questioning?Through investigation and analysis,the following conclusions are drawn:(1)The types of questions asked by English teachers are unreasonable,with more display questions than referential questions;the distribution of question subjects is unfair,and teachers tend to favor students with better academic performance or students in the first few rows;teachers’ questioning strategies are relatively simple,most of which are translation;teachers give students a reasonable waiting time after answering questions,mostly in 3 to 5 seconds;the teacher feedback is too general,and the students do not get specific information from the feedback.(2)The students think that asking questions helps them to concentrate and train their speaking skills.Most students are unwilling to answer questions in class because they have too much self-esteem and worry about making mistakes,and they want teachers to give specific feedback and guidance on their answers.(3)Teachers need to reasonably select the types of questions and improve the quality of the questioning according to the actual teaching contents;teachers should adopt various types of questioning methods such as collective questioning and random questioning according to the objective and fair principles;teachers should apply effective questioning strategies to achieve effective questioning,such as tips,simplifications,and guidance;feedback should vary from person to person,and teachers should consider the actual situation and needs of students.Based on the above research results,this thesis summarizes the strategies for improving teacher questioning in high school English classroom,hoping to provide some information for future English teaching and bring some help to improve the quality of English classroom teaching.At the same time,English teachers are also expected to change traditional teaching concepts and continuously improve their professional knowledge and ability.