The Research On Dialogical Theory And Questioning In Secondary School

Questioning is the most common classroom teaching technology. It is the link of bilateral interaction between teachers and students. The focus of this thesis reads as follows:how to incorporate dialogue theory and classroom questioning, utilize the idea of dialogue to improve questioning, project teacher-student communication effect of classroom questioning. The research is based on the theory of dialogue teaching. By the methods of classroom observation and questionnaires, it analyzes the current situation of secondary school English classroom teaching. Combining with the characteristics of classroom questioning under the idea of dialogue, the researcher puts forward some suggestions for improvement, hoping to improve the quality of secondary school English classroom teaching.In the study of the current situation, the research mainly focuses on the several aspects of teachers questioning types, the waiting time, teachers’feedback and students questioning. The results of the research show:the number of the display questions is much larger than that of the reference questions; the waiting time is insufficient; the teacher’s positive feedback is the most, but it is relatively simple without inspiration; students rarely take the initiative to ask questions to the teacher, and communicate more with the companion.The thesis summarizes the advantages of classroom questioning under the idea of dialogue. And combining with the characteristics, the researcher proposes the suggestions for improvement:multi-angle and creative questioning under the idea of dialogue; prolong the waiting time; provide feedback timely and appropriately; change the subject of questioning.