A Study On Class Questioning Behavior Of Senior High School English Teachers Based On English Core Literacy

Class questioning behavior is an important way for teachers to test students’mastery of knowledge in the class.Efficient and scientific class questioning behavior is one of the indispensable guarantees of class quality.However,the investigation shows that there are still many problems to be solved.Since the Ministry of education put forward the theory of English core literacy in 2018,it has immediately become the benchmark of English talent training in China.Therefore,this study takes the theory of English core literacy as the breakthrough point,combines English core literacy with teachers’ class questioning behavior,deeply analyzes the current situation of senior high school English teachers’ class questioning behavior,and finds out the problems,so as to put forward suggestions to solve the problems of senior high school English teachers’ class questioning behavior from the perspective of English core literacy.In the theoretical analysis part of the research on senior high school English teachers’ questioning behavior of English core literacy,this paper first elaborates the theoretical basis of this research from the perspective of language acquisition and learning hypothesis theory,constructivism theory and post-modernism teaching theory.Secondly,it fully illustrates the interdependent and complementary relationship between English core literacy and senior high school English teachers’ class questioning behavior.Finally,the basic requirements of senior high school English teachers’ class questioning behavior based on English core literacy are analyzed in detail from four aspects:questioning type,questioning content,questioning process and questioning feedback.In the part of the investigation on the status quo of senior high school English teachers’ questioning behavior based on English core literacy,this study uses three research methods:observation method,literature method and interview method to observe and interview 30 classes of 10-15 senior high school English teachers in a demonstration high school in Nanning,Guangxi for three weeks.Through the investigation and analysis,it is found that the advantages of class questioning behavior of senior high school English teachers are as follows:paying attention to skills improvement,basic knowledge,syntax and discourse,thinking review,praise feedback and error correction feedback.The existing problems are as follows:neglecting thinking promotion questioning,neglecting divergent thinking questioning,neglecting cultural awareness questioning,and neglecting to give open feedback.In view of the existing problems,this paper makes a detailed attribution analysis from four aspects:the lack of understanding of the importance of thinking promotion;the lack of experience in setting and asking thinking questions;the lack of learning and mastering relevant English cultural knowledge;the lack of awareness and ability of autonomous learning.Accordingly,this study puts forward suggestions from four aspects to solve the problems of senior high school English teachers’ questioning behavior based on core literacy.The first is to change the concept of exam oriented education,pay attention to the improvement of students’ thinking quality in teaching;pay attention to change the concept of exam oriented education with score first;pay attention to the popularization of thinking quality and its improvement in teaching.The second is to comprehensively preset questions and actively accumulate experience of thinking questions:pay attention to the balance of question types and increase the proportion of thinking questions;pay attention to multi-channel to improve the level of teachers’ thinking questions.The third is to create an English cultural atmosphere and provide opportunities for learning English cultural knowledge:to guide students to pay attention to the accumulation of English cultural knowledge;to expand the contact of students’English cultural knowledge in various ways.The fourth is to encourage teachers and students to fully cooperate,actively mobilize students’ interest in Autonomous Learning:help students establish the awareness of autonomous learning;provide learning ways for teachers to accumulate autonomous learning experience.