An Investigation Of Teachers' Questioning In Senior High School

With China's basic education curriculum reform deepening and the new curriculum reform constantly implemented, the English teachers meet the unprecedented challenge. How to meet the challenge with high quality is a common problem that all the English teachers are facing. Classroom questioning of teachers is a very important skill and an important teaching method. It is the most common form of interaction between teachers and students in the class The quality of the classroom questioning will directly affect the quality of classroom teaching. Rich inspirational classroom questioning can broaden the students' mind, arouse their study enthusiasm and stimulate students' curiosity. The success of classroom teaching lies in how to question properly and how to guide the students answer the question tactfully.As to the research of Classroom Questioning, scholars do some research on it from .different aspects. Their researches provide us with the types,principles and strategies of Classroom Questioning, Domestic scholars mostly focuses on the strategies of Classroom Questioning, while foreign scholars' focuses on the aims,types and classification level of Classroom Questioning.This research is an investigation of teachers'questioning in Senior High school. The key research points are as followings:First. The status quo of types of questioning in Senior High school English ClassesSecond. The status quo of distribution of questioning in Senior High school English ClassesThird. The status quo of evaluation and feedback in Senior High school English ClassesAfter research, the author found there are some common questions in ordinary senior high school English classes. First .the type of question is single and the proportion of the closed problems are far beyond the proportion of open questions. Second, the distribution of questions is limited. Third. Teachers pay little attention to the feedback and evaluation.According to the result of research, the author put forward the following suggestions in this paper. First. Clear the aims of questioning and go after the effective questioning. Second. Design and arrange the proportion of open question and closed questions reasonably based on the students'actual situation. Third. Face different levels of students and expand the scope of target questioning. Finally the teachers should make their own evaluation play a full role in their classes.