A Research On The Application Of IRE In Senior

In the field of school education, classroom questioning is a vital tool to achieveteaching objectives and to promote teacher-student interactions. Proper questioning hasits own positive functions as to enlightening students’ critical thinking, activatingclassroom atmosphere, weighing teaching effect and enhancing teaching quality. IREquestioning which belongs to non-marking model in the foreign language interactionbetween teachers and students, which is made of Initiation、Response、Evaluation and hasfrequent usages in class, whereas with its years of development, it also encounters suchchallenges as in the conflict with some teaching ideas of the new era. Accordingly, toimprove the traditional discourse structure of IRE is of realistic significance.In the first place, the research of classroom questioning may promote teachers’understanding about IRE and much more consideration on students’ cognitive level willbe given when questioning in the concrete teaching materials, meanwhile, thosequestions which are emphasis on humanism can help students positively participate in theclassroom discussion and realize the construction of knowledge; In the second place,guided by the new IRE, teachers are able to design questions which are connecting withstudents life and dealing with real problems in order to activate students’ willingness toexpress themselves and arouse their innovative thinking; Again, after questioning,teachers do not have to find answers from students, in the contrast, they should choose towait for moments, or give some proper hints so as to make students grasp logic thinkingwhen they gradually work out the question and problem, more importantly, they willknow learning process is more significant and interesting than learning result; Lastly, thenew IRE provides some reference for upgrading classroom questioning and makespositive contribution for the teaching level and teaching quality as a whole. Setting Yan’an University affiliated high school as an example, embracingquantitative and qualitative research and guided by view of learning、view of student、teacher roles and functions among Constructivism Theory, the author of this articlepictures30cases of lessons and the behaviors and performance of teachers’ questioningand students’ answering in grade one of senior high school as the research subject, anduses Interaction Theory as her research method to study classroom questioning, theauthor of this article uses interaction theory as her research method to study classroomquestioning in high school class. Her intention is to explore the roots of the problems ofIRE within the foreign language class and to propose solutions and suggestions to theproblems, in which case the attributes and operation modes of IRE of contemporaryEnglish language education are further discussed. Specifically speaking, the author, bymeans of classroom observation, sound transcription and interview, studies twofirst-grade classes of one senior high school as well as two teachers, and concludes withthe present situation of English-class questioning among first-grade senior high schoolstudents from various aspects.1. The main type of questions given by teachers is display question, open questionbeing too few.2. While teachers can offer students proper time to think after theirquestions are posed, they fail to inspire their further thinking when students have doubts.3. Students’ answering mode tends to be collective answer.4. Teachers’ feedbacks to thestudents’ answers are only simple praises although most of which are positive. When theappointed students are incapable of giving the answer, teachers usually turn to otherstudents for their reply.5. These two teachers have the same understanding andsupportive attitude concerning teacher-asking and student-answering pattern.6. Teachersspeak much more than students.7. These first-grade students do not have the initiativesto ask questions.8. Teachers employ the traditional teaching idea of mechanicalknowledge-implantation.9. Questions posed by teachers are unsystematic and lack ofscientific consideration, with its single type and the ignorance of students’ own cognitivedevelopment, attaching more importance to the knowledge accumulation. On the basis of these research results, the author adopts six educational objectiveswhich are put forward by Anderson and Krathwohl as the questioning classificationstandard as well as combining with negotiation of meaning and interaction modulationthat attached to Interaction Theory; and attempts to develop and better the traditional IREdiscourse structure by teaching experiments; meanwhile, several suggestions are putforward as to English class teaching of senior high school.