Action Research On Teacher’s Classroom Questioning Strategies In English Continuation Writing Content Development For Senior High School Students

The revised National English Curriculum Standards of Regular Senior High Schools in 2017 clearly proposed that continuation writing is one of the writing abilities for college entrance examination candidates.It can be seen that the cultivation of students’ continuation writing ability is a major task for English teaching practice in senior high school.In view of this,from the perspective of continuation writing content development and based on the framework of classroom questioning strategy,this study aims to conduct action research on the improvement of classroom questioning strategy in continuation writing to explore the efficient teaching design for such writing class and provide experience reference for teachers.Analyzing the data collected in the preliminary study,the author discovered that students were poor in understanding and continuing writing the text,and the writing content had not been fully developed in rationality,logic,integrity and harmony with the original passage,which is partly due to the author’s improper use of classroom questioning strategies.Meanwhile,through the analysis of questionnaires,it was shown that students expected to develop their continuation writing content with the help of the teacher who can use classroom questioning strategies.Based on the preliminary study’s results,the author decided on the following research questions: First,can this action research effectively help students develop continuation writing content? Second,how should the researcher use teachers’ classroom questioning strategies properly to improve classroom teaching and help students to develop continuation writing content?After 15 weeks of two-round action research,through the collection and analysis of data,it is found that students’ overall continuation writing ability has been improved in terms of content development and the author has become more meticulous in question design and has improved questioning skills and teacher’s feedback.However,a few students with poor English foundation change little in the content of continuation writing;some students conceive reasonable story plots,but are not so fluent in language expression.Nevertheless,this action research helps the researcher understand how to make use of teachers’ classroom questioning strategies to improve classroom teaching and help students develop English continuation writing content in senior high school : First,to help students understand the text effectively,display questions can be designed.Interpreting the basic information of the text is helpful to develop logical writing content;clarifying the story plots is helpful to develop rational writing content;analyzing the characters’ characteristics or the emotional changes of the characters is helpful to develop logical writing content;analyzing the language features and the theme of the text is helpful to develop the harmony of writing content with the original passage.Second,in the process of teacher-student interaction,questioning strategies should be used properly.The proper use of "translation skills" can help students with poor English foundation understand teachers’ questions;the use of "decomposition skills" can help students understand teachers’ questions raised in class;the use of "hint " is helpful to inspire students’ thinking to conceive reasonable content;the use of "inquiry skills" is helpful for students to clarify their ideas and improve their answers;the strategy of correcting students’ language errors helps students notice the language form and develop the content of the continuation writing.Third,in order to conceive reasonable story plots,display questions and referential questions can be designed according to the key words and the logical relationship between the first sentence of each continuation paragraph.In the process of teacher-student interaction,"questioning strategy" and "hint strategy" are helpful to stimulate students’ thinking and develop the logic and rationality of the continuation content.In the aspect of teacher feedback,correcting language errors in a proper way can help students develop continuation writing content.In addition,the author has a deeper understanding of continuation writing content development,classroom questioning strategies and action research.First,the teacher can design the display questions to help students understand the text and then design display questions and referential questions based on the key words and the first sentence of each continuation paragraph to help students conceive reasonable story plot;Second,to inspire students’ thinking,the teacher should be more meticulous in question design and properly use the classroom questioning strategies and teachers’ feedback to help students understand the text and develop the content of continuation writing;Third,the teacher can improve the classroom teaching through constant classroom practice and reflections.