Study On The Status Quo And Strategies Of Classroom Questioning In English Reading Teaching Of Senior High School

Reading plays a very important role in senior school English curriculum. Classroom questioning is an important strategy in reading class and commonly used teaching method, of which quality has a direct effect on the construction of the English reading class effectiveness and harmonious teacher-student relationship. English Curriculum Standards explicitly require that teachers should help students develop learning methods, such as students’ knowledge learning, understanding ability, ability improvement and feelings in teaching, while classroom questioning will be helpful for students to use these above strategies. Therefore, to explore the status quo, problems, and improvement measures of questioning in senior school English reading class has a very important practical and strategic significance for better learning strategies and habits and improvement of English teaching quality.Therefore, the current research aims at investigating the effectiveness of teachers’ classroom questioning in English reading classrooms of a senior high school, with the specific purpose to provide some suggestions to Chinese English teachers on how to employ teachers’ classroom questioning in English reading class in order to bring its efficacy into full play. This thesis tries to find out the existing problems based on thirty-six English reading class observation of five teachers in a key senior school, which is located in Zhongshan District of Liupanshui. In order to know the views, needs, and confusions of students-teachers towards classroom questioning and further identify the problems from classroom observation results, the author conducted interviews for teachers and questionnaire for students. Then some problems were found: the type of questions was imbalanced, and teachers paid more attention to display questions; the methods of teaching were much too simplex, relying more collective questioning. At the same time, teachers preferred to answer questions themselves and students did not perform actively in answering the individual questions and raising questions; the questioning skills used were too single; the waiting time was too short and students spatial distribution was not reasonable and fair; the way of feedback still needed to be improved greatly; there were many“useless questions”; students’ satisfaction towards questioning was not considerable. Under this situation, this thesis put forwards some improvement measures on questions design, the objectives, the type of questions, the methods, feedback and so on and the points out some necessary conditions for improving. All of these are aimed to improve English teaching effectiveness.