A Research On Teacher's Questioning And Students' Responding Process In Classroom

It is of great importance to investigate teacher's questioning andstudents' responding process in the classroom, which is tightly connectedwith teacher, student and classroom context, in the previous studies, itmainly dealt with teacher's questioning, the waiting time, teacher'sevaluation and so on, but the holistic contexts were seldom analyzed. Thisstudy is to explore teacher's questioning and students' responding process indifferent context, including teacher's questioning, student's reply andteacher's evaluation.By the method of sociolinguistic research, the author selected a youngwoman mathematical teacher as the object of this study, who has taught forfive years in the elementary school, the data were collected throughclassroom observation, taping and interviewing. With the author's havingbeen in the classroom as a participant-observer for one and a half months,the author observed and taped 19 lessons in all, and selected 5 typical andappropriate lessons from 19 lessons, then transcribed them verbatim. Basedon Mehan's "I-R-E" sequence style, the paper coded teacher's questioning,student's reply and teacher's evaluation, and analyzed the teacher'squestioning and students' responding process in different situations. Themain conclusions of research are as follows:Firstly, According to different instructional goals and purposes ofquestioning, teacher could arrange different processes of questioning andresponding. The teacher mostly controlled students' reply and the processesof questioning and responding, and was affected by the teaching and learning circumstance at the time. The teacher determined how to responseaccording to the content of questioning and student's reply.Secondly, the teacher put question to the students most frequently,especially put the non-mathematical question and the mathematicalquestions in the low level.Thirdly, the students gave the accurate respond at the high rate andmostly responded by rote.Finally, the teacher seldom gave evaluation, or gave some generalevaluation which were lack of individuation.According to the conclusions, the author proposed some suggestion forthe teacher and the related educational department, and advanced futuresuggestion for further research.