A Study On Classroom Questioning Strategies Of Junior High School English Teachers In Open Class

Questioning is essential in classroom teaching.At present,the research on teachers’ classroom questioning has made some achivements.However,most of them focus on the research of high-quality courses and concentrate on the questioning strategies in the classroom.In addition,there are many researches on senior high school teaching and classroom questioning.There are few researches on the classroom questioning strategies of junior high school English teachers in open classes,and few researches on teachers’ pre-class preparation and post-class reflection.Therefore,this study takes the open classes of five English teachers in a junior high school in H City,Hubei Province as the research object.This study is based on Swain’s output hypothesis(1995)and IRF conversational structure as the theoretical basis.The author recorded and transcribed his classroom discourse through classroom observation,teacher and student questionnaires,and analyzed the specific situation of junior high school English teachers’ classroom questioning strategies in open class.It mainly includes preparation before class,types of questions,waiting time,ways of asking questions,skills of asking questions,ways of feedback and reflection after the class.This paper mainly discusses the following questions: First,what are the problems of classroom questioning strategies in junior high school English open class?Second,how can improve junior high school English teachers’ classroom questioning strategies?Through classroom observation,teacher and student questionnaires,the author finds the current situation of junior high school English teachers’ classroom questioning strategies in open classes as follows.First,the type of the question is single,and most of them are display questions;second,the teaching skills are simple;repetition is the main skill.Third,the way of asking questions is concentrated.Most of them are based on teachers’ asking students to answer or students take the initiative to raise their hands to answer;fourth,the waiting time after asking the question is too short;fifth,most teachers will consider the students’ feelings and give encouraging feedback.However,the content is relatively simple,and most of them are simple affirmation or repetition of students’ answers.In the pre-class preparation stage,teachers can fully consider the teaching materials and teaching difficulties to set questions,but the preparation for students is not enough,and there is also the situation of asking questions based on teaching experience;In the after-class reflection stage,most teachers have the awareness of reflection,but their actions are not strong enough.And they lack the awarness of communicating with students.In view of the above problems,this study puts forward specific suggestions on the questioning strategies in junior high school English classes.Firstly,plan strategy.Before class,study the teaching materials and students carefully,clarify the purpose of questioning,and set questions carefully;set up problem groups and appropriately increase reference questions.Secondly,in terms of problem strategy.We should flexibly use questioning strategies according to different teaching situations.Thirdly,control strategy.According to the difficulty of the question,flexibly master the waiting time;the way of questioning should be changeable,and students at all levels are balanced.Fourthly,evaluate strategy.Enrich feedback methods,carry out targeted evaluation,and appropriately make a detailed inquiry.Fifthly,reflect after the class carefully and increase communication with students.