A Study On Questioning Type And Questioning Pattern In The Elementary And Middle Schools Of China And America

With the developing of curriculum reform of elementary education and quality-oriented education in the China, questioning plays more and more important role in the classroom. Questioning is a beginning of wonder and doubt. Questioning works as link between teaching and learning;and it is also one of methods used to change the teacher-centred instruction into the student-centred instruction. Therefore, the study on the classroom questioning has been taken an increasing attention. Recently, the topic about classroom questioning has already been a hotspot in the research at home and abroad. America, one of western countries, firstly started the research on the classroom questioning and achieved the most significant research results. There is still a big gap between the researches on questioning in the classroom of foreign countries and China. Our country's valuable researches on questioning in the classroom are very scarce.This paper aims at exploring the general character and deference of questioning in the classroom of elementary and middle schools between China and America on the base of cases analyzing of questioning in the classroom of elementary and middle schools of two countries with the hope of enhancing China's researches on basic theory of questioning in the classroom and as a reference of curriculum reform of elementaryeducation and quality-oriented education of China. The second part and third part make comparison with the general character and deference of questioning in the classroom of elementary and middle schools between China and America. The forth part mainly explores the major origin of deference from perspectives of value tendency of elementary education and education management system and university entrance examination system.