The Status Quo And Strategies On Questioning In English Reading Class Of Senior School

Reading plays a very important role in senior school English curriculum.Questioning is an important strategy in reading class and commonly used teachingmethod, of which quality has a direct impact on the construction of the English readingclass effectiveness and harmonious teacher-student relationship. English CurriculumStandards explicitly require that teachers should help students develop learningstrategies, such as cognitive strategies, regulation strategies, communication strategiesand resources strategies in teaching, while classroom questioning will be helpful forstudents to use these above strategies. Therefore, to explore the status quo, problems,and improvement measures of questioning in senior school English reading class has avery important practical and strategic significance for better learning strategies andhabits and improvement of English teaching quality.The methodologies of literature review, classroom observation, questionnairesurvey and interview were used in this research. Based on the literature review onquestioning and the English classroom questioning observation scale, this paper tries tofind out the existing problems based on thirty-six English reading class observation offive teachers in a key senior school, which locates in Jiangbei District of Chongqing. Inorder to know the views, needs, and confusions of students-teachers towards classroomquestioning and be further corroboration of classroom observation results, this paperuses in-depth interviews for teachers and questionnaire for students. Then someproblems are put forward: the questions type is imbalanced, and teachers pay moreattention on display questions; the methods of teaching are much too simplex, relyingmore on collective questioning. Meanwhile, teachers prefer to answer questionsthemselves and students don’t perform actively in answering the individual questionsand raising questions; the questioning skills used are too single; the waiting time is tooshort and students spatial distribution is not reasonable and fair; the way of feedback isstill needed to be improved greatly; there are many “useless questions”; students’satisfaction towards questioning is not considerable. Under this situation, this paper putsforwards some improvement measures on questions design, the objectives, the type ofquestions, the methods, feedback and so on and then points out some necessaryconditions for improving. All of this is targeted to improve English teachingeffectiveness.