Teacher's Behavior Research During The Course Of Classroom Questioning In Middle School

Since I have been teaching English in the junior middle school for more than fifteen years, I'm gradually conscious of that one of the arts in teaching is classroom questioning and evaluation. In China, English is still treated as a foreign language. Most students learn English from their teachers in classrooms. As a teaching strategy, questioning is used widely in teaching process, especially in junior middle school. Teachers spend large amount of instructing time asking questions. If the students can answer all kinds of questions in class, the aim of practicing listening, speaking, reading and writing is also achieved. This paper makes by way of teaching video, questionnaires, talks, interviews, and contrastive analyses an initial investigation and research into the factors in classroom questioning, with the purpose of designing the questions before class, changing the teachers'talk and attitude in class, feeding back after asking. To find a way that brings into play the students' consciousness, initiative and creativity in their English study.This paper will be presented as the following: The first chapter is the brief introduction, the background of the research, the original thinking of classroom questioning both in the western countries and China, including objective, significance and psychology theories of the study. The second chapter describes the classroom questioning. The author states classification of classroom questioning, objects, rhythm and the contents of the teachers'questions. The third chapter analyzes the teachers'talk, compare and analyze the data. The study is conducted among five teachers. The fourth chapter makes a questionnaire to probe into the students'attitudes towards classroom questioning. Both the teachers and students need to learn how to ask questions. In the fifth chapter, the author proposes some advice. The sixth chapter is the concluding part. The author also admits a certain degree of limitations in the study.If we focus on the students in class, it's an effective way to design classroom questioning according to teaching material, the students'understanding level and their psychology character. The arts and skills of classroom questioning directly affect the effect of the students'learning. We can't make any progress of teaching skills without the right classroom questioning and evaluation. Teachers should use some effective strategies, such as asking questions, waiting answering, calling answering, feeding back, and guiding students to ask. If teachers design questions with felicity, pay attention to the contents and forms, give the students the right evaluation, they can improve the efficiency of teaching and initiate a chain reaction of teacher-student interaction. To attain the goal,teachers must use effective strategies of questioning, prepare their teaching plan carefully, design questions elaborately,and self-exam timely. These all require teachers to accommodate the questioning behavior.