Teacher's Effective Questioning And Their Metocognitive Abilities

" The Automatic Learning"," Learn How to Learn" and" The Research Learning" has gradually become the main theme of today's education. The Classroom questioning is considered as one of the effective teaching activities, and it is a useful way of cultivating student's higher thinking ability and metacognitive ability. Through a great deal of interaction and dialogues, teachers can make their own concepts or ways of thinking be assimilated inside of students'mind to promote the ability of study. The most basic means of the interaction and dialogue is teacher's effective classroom questioning, I believe the questions that teachers choose: Not only the recollection of original information or knowledge; the question leads different thinking methods, and also has various acceptable answers; Making students master their learning skills in the process of answering. So classroom questioning requests teachers'strictly metocognitive control.The research is about how teachers make use of their metocognition in classroom questioning environment, which has a great significance for the improvement of teacher's effective questioning in class. The research adopts individual cases study by interview, making selection of 3 people as predictive objects, and 10 formal research objects. They are English teachers from different high schools. Interviewing on teacher's metocognitive abilities investigation in classroom questioning environment, based on three degrees of latitudes: Degree of latitude one, teacher's metocognitive knowledge for questioning in class; Degree of latitude two, teacher's metocognitive experiences for questioning in class; Degree of latitude three, teacher's metocognitive monitoring for questioning in class.Through analyzing teachers'cognition and regulation in class questioning, we found higher level teachers have more education, instruction, methodology knowledge and they are good at planning, evaluating, adjusting their questioning process, skillfully make use of strategies, showing their great monitoring abilities in classroom questioning. Lower level teachers can't control and adjust their knowledge positively, scientifically and reasonably. To improve the effectiveness of teacher's questioning, we should change teacher's mind towards education, enlarge their relevant knowledge of questioning. Helping teachers get...