A Study On Teachers’ Questioning In English Reading Teaching Of Senior High School

The teaching of English reading in senior high school takes text as the carrier and teachers’ class questioning as the main means.The purpose is to realize the organic combination of discourse,students and teachers,and to build a class with information sharing and communication classroom.Effective teacher questioning can help students enhance their thinking and achieve effective input and output of knowledge.At the same time,students are encouraged to actively participate in the class and achieve real communication between teachers and students.Therefore,it is of great significance to understand the current situation of teacher questioning in senior high school English reading and to help teachers find out the problems and causes of classroom questioning,so as to improve the quality of classroom questioning and teachers’ teaching ability.This paper takes students from 4 classes and 5 English teachers in the senior one of Yan’an Middle School in Yan’an City,Shaanxi Province as the research subjects,using three research tools of classroom observation,teacher interview and student questionnaire,from the aspects of classroom questioning types,questioning methods,questioning objects,questioning strategies and so on.The duration of this investigation and research was lasted 3 months.The first is class observation,which randomly selects the reading classes of five English teachers,and finally selects five classes as the source of class observation data.Secondly,five teachers in the class observation are interviewed after the class observation,in order to seek deeper information about class questions.Finally,a questionnaire survey was conducted among the four classes who participated in the class observation,and the views and expectations of the teachers’ classroom questions in reading teaching were analyzed from the students’ point of view.The research questions of this paper are as follows:(1)what is the current situation of teachers’ classroom questioning in senior high school ?(2)How to optimize teachers’ classroom questioning in English reading teaching in senior high school ?The research shows that the current situation in teachers’ class questioning of senior high school English reading teaching are as following: In the types of classroom questioning,teachers ask more display questions than reference questions;Collective questioning is the main way of questioning,and the subject of questioning is more centralized;Teachers do not have enough waiting time after questioning in class;Teachers use a monotonous class questioning strategy;Teachers can not give feedback in time after students’ answer,and there is a lack of diversification of evaluation language in feedback.It is affirming that,teachers’ classroom discourses in the process of English reading teaching are clear.There are few unanswered questions in the class after teachers‘questions,and there is no criticism to students’ answers.Through this study,it is hoped that senior high school English teachers will reflect on class questioning in reading teaching,know the status and purpose of classroom questioning,and apply effective and feasible strategies to help English teachers improve the level of classroom questioning and promote senior high school students reading ability.