The Cognitive And Practice Of Secondary School Teachers On Effective In-class Questioning

In-class questioning plays an important role in teaching process. It will not only inspire the students'thinking and facilitate their expression, but also promote teaching moving forward and show the teacher-students interaction levels. However, in weak foundation schools, in-class questioning is limited by a variety of factors and constraints. Issues like how to start asking questions effectively in class with good teaching designs to improve teaching quality worth exploring. This study focus on issues like the status of secondary school teachers' cognitive and practice levels of effective teaching, the existing problems and the causes, the improving strategies and so on. Through interviews, we realized that most of our teachers do not have comprehensive and profound understanding of effective questioning and there is still invalid questioning in teaching, which all reflects the contradiction and conflicts between theory and practice since the curriculum reform and the possibility of improving teacher's quality and theory level in the future. The good news is that teachers keep working hard in the waves of quality education and look for the strategies to improve. Keeping self-improvement, strengthening exchange and cooperation, building the harmonious and democratic teaching atmosphere and riching the strategies of effective questioning will pull teachers are gradually out of the wood and lead them into success.