A Study On The Effective Classroom Questioning Behaviour Of University Teachers Based On The Dialogue Theory

The important target of university teaching is to cultivate the students’ innovationspirit, to improve the students’ability of autonomous learning. The current situation ofuniversity teaching in our country is worried, and which has caused attention of thesociety and higher education. On the basis of the dialogue theory, the study will focuson the effective classroom questioning of university teachers through the microscopicphenomenon and careful analysis to provide the rational thinking and practical helpfor the overall improvement of university teaching.Effective questioning in class means that the teachers generate the appropriatequestions in the teaching process on the basis of careful preset question, to guidestudents to active thinking and interact, and they will give the effective answers.Effective classroom questioning is a kind of teaching concept, a kind of pursuit ofteachers’ classroom questioning from the effective and efficient, is the process of theteachers and the students and their interactions.University teachers effective questioning under the dialogue theory has thecharacteristics of the exploratory of the questions, the interactivity of the way ofquestioning and the open answering. So, the classroom observation table and thequestionnaire are made from the content of the questions and the way of questioningand answering. After the investigation of the situation of classroom questioning, itshows that:(1) The majority questions of content are about the factual academicproblems.(2) The teachers think that the questions should be asked by challenging orencouraging tone, and the tone is not emotional actually; and the order of questioningshould be according to the actual process of class, while, they are put forwardaccording to the knowledge logic; Choosing the respondents is random, and theyusually choose the students a few minutes later after asking the questions.(3) Theteachers think that the class should be interactive, but, in fact, the most of class arelack of interaction; The more type of the answering questions is factual questions, andmost teachers just give direct feedback to the answers. Through in-depth analysis ofthe questionnaire, the author found that the knowledge of the basic questions of theteachers influenced the questioning. And the teachers have a certain understanding ofclassroom questioning, but the understanding is shallow, and there are some problemsin the transmitting from the theory to the practice..Through further in-depth interviews with some teachers, the author found thatthere are three factors influencing university teachers’ effective classroom questioning.They are the management of schools, students and teachers. School management ismainly embodied in the content and methods of teachers’ training, the students’management mode, the title evaluation system of the school, the length of the class, teachers’wages and the size of the class; the influence of the students mainly focus onthe learning ability, learning attitude and learning methods; the influence of teachersare reflected in teaching skills, teaching concept, teaching reflection and teachingattitude, subject knowledge and so on.There are three strategies improving the effectiveness of university teachers’questioning under dialogue theory: the school manager should pay attention toimproving teachers’ teaching ability; and the teachers should pay attention to thestudents’ learning characteristics so as to help students study more effectively. At thesame time, the teachers themselves should learn to reflect to improve the level ofquestioning.