Questioning The Discourse Domain Study

Since the reform of curriculum in the new century's basic education, dialogue has been an ideal and pursuit of instruction. During the process, questioning has been attached to more importance. However,we can find two related questions easily when we probe into the current instruction. On the one hand, cramming in teaching has been changed into force-feed questioning.In other words, instruction becomes question-answer teaching which is taken as dialogs. On the other hand, questioning doesn't play a role in dialogue teaching that is filled with worthless questions, which brings about a flood of false dialogs. As a result of this, to promote the students'development has been drained away.Why so many questions are asked so frequently? What's the meaning of them? How to propose questions in dialogue teaching and how to enhance the use of questions in teaching? How to come to the objective of dialogue? These problems need be clarified and settled not only in theory but also in practice, which pushes me to do the research and make an active response.In the instructional process, the author tried to take the responsibility to resolve the problems mentioned above. This paper has been divided into three parts to elaborate on this topic.The first part is introduction. Through the research on the questioning and dialogue, the writer learned about the development of the two and managed to establish the objective and field of this research.There two main routes of questioning. One is from the view of the psychology. The other is from the summary of the teachers'experience. The former is researched more in foreign countries and the latter in our country. The aim of the two is to deal with tactics of questioning. Since the coming of the idea of dialogue, it has stepped in the researchers'field of view. It has also two sides. The first is to reinforce effective questioning, and the second is to propose requirements and expectations. Although there is some progress, they are investigated in their own field separately. So it is necessary to integrate the two parts. By doing this, questioning in teaching can be carried out from the angle of dialogue. The research chose questioning as its topic from tiny things and to rather important problems that are ignored and need to be settled in time.As for dialogue, firstly, the author commented on the conception, characteristics and influence of dialogue in philosophy on dialogue in teaching. Next, the author reflected on the research and asked why there are no constructive dialogues in the classroom. And then, the author used philosophical explanations, classical paradigms of the instructional culture and the contemporary research on dialogue to clarify the role of questioning and the relationships between questioning and dialogue. Finally, this part researched on questioning and made dialogues necessary and feasible.On the basis of related documents, the author made his viewpoint and standpoint clear. On the background of pursuit of effective dialogue, the writer studied questioning carefully from three dimensions: conception, formation and operation. At last, he looked over questioning in the classroom and developed questioning techniques in order to transform effective questioning to valid dialogues.The second part is the main body of the whole paper. It is divided into three chapters: Chapter Two, Chapter Three and Chapter Four.Chapter Two is about the conception of questioning. It tried to tell us that the meaning of questioning lies in the pursuit of efficient dialogue and questioning in instruction. Chapter Three and Chapter Four tried to settle the problem that how efficient dialogues are unfolded in the classroom.Centered on this issue, Chapter Two was unfolded in four aspects. Firstly, it discerned the conception and got profound understanding on questioning in different subjects'teaching. Secondly, it classified instructional questions, described the classification and explained levels and the structures of questions that control the quality of reply. This will directly influence the level of questioning and answering, interactivity between teachers and students. Thirdly, it tried to classify the structure and pattern of questions, draw an outline for the dialogue in instruction and make the relationships among effective questions, questioning and effective dialogues clear. Fourthly, it investigated the important problems that have perplexed questioning in the classroom for years. Why high-leveled questions can not bring about high-leveled thinking or valid dialogues? Resolving these problems is to make a response to how to question from one respect.Chapter Three is on the form of discourse. In this chapter, the author proposed the idea that teaching texts are the context of dialogues whose core structure is that of questioning and answering. Next, the author tried to probe into generating and unfolding dialogue in instruction .Then the author elaborated on the space and effect of it from the angle of questioning and answering. Furthermore, as a reply to the question that how to produce and unfold dialogues, the author examined the way, the pattern and the dominating rights of operating dialogues. Finally, through observations and certifications, the author suggested that a series of problems should be settled before questioning is changed into dialogue in the classroom.Chapter Four is concerning the behaviors of questioning. It surveyed the structure and the whole process of questioning from the behaviors of reply. The author tried to deal with three main problems: to construct dynamic state of questioning in the classroom and describe the process to establish a basic matrix for dialogue in instruction, to examine the current situation of questioning in teaching and tell teachers how to question and provide with some questioning tactics, to dig into the nature of questioning and promote it to the artistic level of communication in order to guide questioning to communicating. The problems mentioned above make up a system that teachers and students question, communicate with each other, which embody the stage and process of dialogue in instruction.The third part is conclusion. It has only one chapert.This chapter examined the main content and the logic of the paper completely. Meanwhile, it pointed out the limitation and deficiency of the research and also showed the space of continuing the research in the future.