| Classroom questioning, which is designed according to teaching objectives and demands and students’ learning actuality, is a very important means in the process of classroom teaching. It not only plays a vital role in students’ language input and output, but also can help the teachers get feedback information, and adjust the teaching process in time.According to the related studies at home and abroad, this paper attempts to explore similarities and differences of classroom questioning between the open class and the conventional class in terms of preparation for questioning, questioning types, the number of questions, questioning strategies, the question distribution, the wait time, the answering way of questioning, the teachers’ feedback, and questioning effect. It mainly analyzes following three questions:(1)What are the similarities of the classroom questioning between English open class and English conventional class in the junior high school?(2)What are the differences of the classroom questioning between English open class and English conventional class in the junior high school?(3)What are the students’ expectations about teachers’ classroom questioning? It selected a total of10conventional classes of No.11Middle School and No.13Middle School in Wan Bailin district, Taiyuan city, Shanxi province and10open classes from National English Teachers’Association (NETA) and196students who are from No.11Middle School and No.13Middle School and also have watched the videos of demonstration classes of National English Teachers’ Association (NETA) as the research objects. The author has collected data about classroom questioning of the open class and the conventional class from videos and different levels of students’ questionnaires.The similarities of classroom questioning between the open class and the conventional class are as follows. Both ask students more display questions, and after asking questions, both can use different strategies to guide and help them to answer questions better, such as repeating, explaining, prompting and probing. The differences of classroom questioning between the open class and the conventional classare below. The teachers in the open class can ask students more questions in a class which areprepared fully before class; they give them relatively long waiting time to think and can guidealmost all the students to volunteer to answer questions, once the students answer right, theywill continue to ask students relevant questions, and once the students can’t answer or answerwrong, they will explain the questions or give clues, which can enlighten and inspire thestudents’ mind and increase classroom interaction.The teachers in the conventional classpropose less questions in a class which are not prepared fully before a class; they always askthe students to answer together or nominate the front of the student to answer, and then givethem too short wait time, once the students answer right, they will give simple encourage, andonce the students can’t answer or answer wrong, they will correct their mistakes in time.Different levels of students’ expect on the classroom questioning is as follows. The topstudents who hope the teachers to ask more challenging questions and the average studentswho hope the teachers to ask secondary questions prefer repeating strategy except forprompting strategy, and prefer volunteering to answer questions except for nomination; Thestudents with learning difficulty who hope the teachers to ask easier questions, such as displayquestions, prefer explaining strategy except for prompting strategy and prefer answeringquestions together except for nomination.Finally, according to different levels of students expect on classroom questioning, theauthor gives some suggestions. Because of the limited time and the limited research ability,the author has given superficial investigation in classroom questioning, but hopes to helpimprove teachers’ classroom questioning ability and the quality of classroom teaching. |
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