High School English Classroom Questioning Approach

As an effective teaching method, questioning has been highly valued and widely applied by educationists at home and abroad since ancient times. In modem times, questioning has entered the classroom, and attracted more and more people's attention. Good questioning can induce students' rich language output, involve students in classroom activities, and promote interactions between students and teachers in the target language.This article combines theory with practice by observing and contrasting two particular lessons, one given by a good teacher and the other by an average teacher. The paper analyzes different practices of questioning in terms of their form, content, and purpose (or function) and shows how they can produce different teaching effects. The paper then elaborates on ways to put up better questions, to enlighten students to better answers, and to give students better feedbacks. At the same time the paper proposes some new requirements for teachers' questioning skills, and puts forward two suggestions for enhancing the quality of questioning in the future.