The Current Situation On Teachers’ Questioning And Students’ Questioning In Junior Middle School English Class

Classroom questioning is an important part of classroom teaching,which is not only an important link of the information and the emotional communication between teachers and students,but also an important way to cultivatestudents’ ability in raising questions and the consciousness of the questions.However,from the literature material the authorfinds that most of the scholars at home and abroad often research teachers as questioning role,and pay less attention to students,especially the study of English classroom questioning in junior middle school.Therefore,the author carried out the study of current classroom questioning of English teachers and students in junior middle school,aiming at providing some references for English teaching in junior middle school.On the basis of existing research,the writer uses classroom observation and interviewing method to study classroom questioning of English teachers and students in junior middle school,and this paper mainly discusses the following four questions:1.In junior English classroom,what’s the current situation of teachers’ classroom questioning in these five aspects:types,forms,ways,waiting time and feedback?2.Whether the current situation of teachers’ classroom questioning in different grades are same on these five aspects: types,forms,ways,waiting time and feedback.If different,what characteristics they present?3.In junior English classroom,what’s the current situation of students’ classroom questioning in these three aspects:types,forms and ways?4.Whether the current situation of students’ classroom questioning in different grades are same on these three aspects:types,forms and ways? If different,what characteristics they present?According to the processing and analysis of data,this study shows that: in junior English classroom,teachers’ questioning ischaracterized by single type,unreasonable way and short waiting time for answering question,and the main forms of question are "yes/no"and "wh-/ how".However,the performance of lower grade teachers in these five aspects of types,forms,ways,waiting time and feedbackis better than that of higher grade teachers.Then the main type of students’ classroom questioning is closed question and the main form is "wh-/ how",what is more,students only pay attention to individualwhen they questioning.With the increasing of grade,the total number of students’ questioning and the quantity of the type of open question has a descending trend.Based on the above research results and the main findings of this study,combined with her own teaching practice,the authorput forward some concrete suggestions of teaching from the following four aspects,enhancing the teachers’ professional knowledgeaccomplishment,improving the situation of teachers’ questioning,training students’ problem awareness and improving students’ ability of raising questions.