Study Of Senior High School Teachers’ Questioning In Classroom

Classroom questioning, which is designed according to teaching aims and students’learning level, is one of the teaching forms in the process of classroom teaching and it is abasic means of performing teaching.The present research was conducted by using questionnaire, classroom observation aswell as interview, to invest senior high school English teachers’ question types, questiondistribution, questioning strategies, waiting time and the ways of feedback. The findings areas follows.1) There are too many display questions, which amounts to54.2%, while referencequestions only take up12.5%and33.3%other types. To some extent, disparity in this aspectexists between teachers’ question types and students’ expectation.2) Waiting time is rathershort. The immediate answering questions takes up77.5%and75%students think waitingtime is not enough for them to prepare answers.3) There are fewer chances for students toanswer questions actively. About62.5%teachers tend to call the roll.4) Question distributionis uneven and more questions are distributed to the whole class, which occupies36.25%, andrandom call is29.38%, but only1.88%for the slow students.5) Questioning strategies areinappropriate. The teachers who give the students clues no more than once takes up60%, and33.6%teachers prefer translating English into Chinese directly as means to initiate studentsinto answering questions while27.6%of them give direct answers to the questions.6）Teachers feedback is very rigid which can be seen from the facts that46.25%teachers tend tooffer feedback as “good” or “well done”,37.5%of them often criticize the students and only7.5%students think the teachers praise them, and38.4%students hope that their teacherslisten to them carefully with smile and give them some evaluation.The above findings imply that questioning in senior high school English classroom is notconsistent with students’ expectation and there is a big disparity between them, whichobviously can not satisfy the students’ need, and consequently will effect teaching andlearning achievements. In consideration of this situation, some suggestions are made thatteachers should learn more theories to update their teaching concept, have a deeperunderstanding of teaching materials, design questions carefully, in addition, and reflectteaching regularly to develop questioning techniques.