The Comparative Study Of Classroom Questioning Between Proficient Teachers And Novice Teachers In Senior High Schools

Classroom questioning is an important part of classroom teaching,which is an important way to promote the emotional communication between teachers and students in the teaching process and also an important source of language input for learners.So the study on teachers' questioning is of great significance for English teaching.However,the research focuses mainly on the questioning of college classroom and seldom on the comparative research of senior high school classroom.To improve the professional development level of English teachers and promote the process of English teaching reform in senior high schools,the author carries out the comparative study of classroom questioning between proficient teachers and novice teachers in senior high school English teaching.With the methods of literature,classroom observation,questionnaire and interview,choosing 2 English teachers and 132 students from the second middle school of Fengcheng in Jiangxi Province as research subjects,the study aims to investigate the following questions:(1)What is the difference between the novice teachers and the proficient teachers in preparation before classroom questioning?(2)What is the difference between the novice teachers and the proficient teachers in the process of classroom questioning?(3)What is the difference between the novice teachers and the proficient teachers in the reflection after classroom questions?Through the data analysis,the study shows the following results:(1)In the aspect of preparation before the classroom questioning,the proficient teacher is more familiar with teaching materials and the students than the novice teacher.(2)In the aspect of the processes of classroom questioning,there are six points.Firstly,in terms of questioning types,there is no obvious difference between proficient teacher and novice teacher.The two types of teachers ask more display questions than referential ones.Secondly,in terms of the questioning strategies,proficient teacher prefers to explanation and repetition strategies while novice teacher likes repetition and probing strategies.Thirdly,in terms of the waiting time,proficient teacher gives more enough time than novice teacher.Fourthly,in terms of the distribution of the classroom questioning,the proficient teacher can ask all students to answer questions while the novice teacher tends to ask students in front of classroom.Fifthly,in terms of the answering ways of the classroom questioning,there is no obvious difference between proficient teacher and novice teacher.They prefer to ask the students to answer or answering by themselves.Sixthly,in terms of the teachers' feedback,both kinds of teachers give students positive feedback.(3)In terms of reflection after classroom questioning,the proficient teachers can reflect the classroom questioning from the perspective of students while the novice teacher is from the perspective of teachers.Based on the above research conclusion,the relevant suggestions are put forward to improve the efficiency of classroom questioning in senior high schools from the following three aspects: pre-class,in-class and post-class.