Language Classroom Questioning The Effective Implementation Of The Strategy

Since the new curriculum reform, effective teaching become the ideal pursuit of effective classroom teaching as an essential link-much emphasis on classroom questioning. In our teaching practice, we found that a class of good or bad depends on many factors, such as teachers, state education, teachers understanding of the material master, the design and management of teachers answer questions and so on. The most important factors that determine the success or failure comes as classroom teachers in question design. Questions in our class everywhere, precise and appropriate and effective questions, not only actively play the leading role of teachers, to regulate and teaching process, active classroom atmosphere, the promotion of teaching and smooth, and can fully reflect the dominant position of students, to stimulate students interest inspiring students to thinking, and promote the comprehensive development of student quality. Can say that question is the soul of our classroom. This requires that our teachers should thoroughly learn the new language curriculum standards, we must carefully study the new test materials, and understand the editor's written intent, in order to make their own "teaching" better students "learn" the better! However, as we examine the current practice of classroom teaching, the not difficult to find two interrelated problems:on the one hand, the original teaching of the "chalk and talk" "full house training" turned into a moment of "full house asking," classroom teaching to become a "question and answer teaching"; other hand, the question did not play its proper functions in teaching, teaching is full of false problems and invalidity. Faced with the problems of teaching practice, we have to think:in the pursuit of effective teaching in the process of why the frequent use of question? Questions in the teaching status and function with what? Pursuit of effective teaching should be a question of what kind of questions and how to ask auestions? Pursuit of effective teaching in the classroom and in-depth auestions about how to start? These problems need to solve practical problems. To address these problems, a study in five parts:the first part, from the proposed introduction of the subject, thus revealing questions start to study from the classroom to address the feasibility and necessity of teaching effectiveness. The second part explains the basic theory of classroom questioning, from the classroom questioning process, role, principles to analyze three aspects, thus highlighting the importance of classroom questioning. The third part, questions from the classroom problems, analyzes the status of classroom questioning. The fourth part, the introduction of effective questioning in the basic theory of the classroom, a clear question of the meaning of classroom effectiveness, standards, and analysis on the elements of the implementation of effective questioning in classroom. The fifth part, from the five accountability questions raised by the implementation of effective classroom strategies.