Study On Questioning Strategies In Senior High School Classes

Dialogue in the classroom is a kind of process as well as situation. In classroom interaction, classroom questioning is the most basic form. In the recent years, more and more scholars in China came to realize the importance of classroom questioning, and kept exploring theories and practicable methods on questioning, including questioning standards, questioning techniques, etc. However, concern on questioning strategies was not enough.This thesis focuses on classroom questioning strategies. There are altogether six parts:The first part introduces definition and category of questions, and purpose and modes of classroom questioning, and then draws some conclusion on useful research and points on classroom questioning made by scholars at home and abroad.The second part introduces the four strategies of classroom questioning, i.e. strategies of planning, of designing, of controlling questions, and of evaluating answers.The third part introduces research method from three aspects, i.e. purpose, method, and procedure of research. This thesis conducted case study adopting classroom observation, questionnaire, interview, etc. Focusing on one unit in an English class of Grade One, this thesis analyzes questioning methods, purposes, contents, etc adopted by the teacher for various lesson types and purposes based on related theories of classroom questioning strategies.The fourth part draws some conclusion on current problems violating questioning strategies, based on definitions and classifications of questions, and theories on questioning purposes, modes, strategies, and also the data from investigation. The paper also analyzes reasons to those problems.The fifth part draws conclusion on referential experience from class, and further supplements questioning strategies, so as to contribute to the perfection and development of questioning strategies.The sixth part respectively raises suggestions on the four questioning strategies, aiming at problems in the classrooms and possible reasons, as well as referential experience drawn.After analyzing data from classroom and research, the thesis raises three suggestions on the teaching behavior. Problems like short waiting time and unitary evaluation strategy still exist, but those on time distribution of class activities, and on types of questions still exist. The problems found can be corrected by theories of questioning strategies. If teachers can thoroughly explore knowledge of this area, they will certainly avoid such kind of problems. This paper also concludes merits in the teaching, in the hope of providing direction for the future scholars. As the experiences drawn are from teaching behavior in one case, this thesis cannot provide detailed verification from other aspects, such as class type, contents, various grades, and students of different level.