A Comparative Study On The Cognitive Orientation Of Teacher Classroom Questioning Between Expert Teachers And Novice Teachers In Junior High School English Teaching

In junior high school teaching,teacher questioning is one of the most vital tools in engaging students in the cognitive thinking process.Teacher questioning is not only used for organizing class but also used for engaging students in the cognitive thinking process.Questioning is one of the most effective tools in guiding learners' cognitive thinking in classroom teaching.The previous research of teacher questioning mainly focuses on the questioning types,questioning strategies,distribution of questioning,questioning wait time and teachers' feedback.And the previous research home and abroad are mainly conducted in universities and senior high schools.Given this circumstance,in this research,the author will research the cognitive orientation of teacher questioning between expert teachers and novice teachers in terms of questioning types and questioning strategies in junior high school English teaching.Through a comparative study on the cognitive orientation of teacher questioning between expert and novice teachers in junior high school English teaching,the paper aims to explore(1)what are the different features of teacher questioning in terms of its cognitive orientation between expert and novice teachers?(2)what are the factors that leads to the differences.Expert and novice teachers' questioning will be compared from the following aspects: questioning types and questioning strategies.To explore the research questions,two expert teachers and two novice teachers will be chosen from the first experimental school attached to Sichuan normal university.The data has been collected by natural classroom observation and interview.After analyzing the data,it can be concluded that there exist significance differences between expert teachers' and provide more training chances for novice teachers to enhance their professional competence.It is expected that this thesis will push English teachers to pay attention to developing students' cognitive thinking competence.Meanwhile,the author hopes the research will contribute to teachers' professional development.novice teachers' questioning in terms of its cognitive orientation.Expert teachers adopt more referential questions which can stimulate students' high-level cognitive thinking.And they adopt more and flexible questioning strategies which can encourage students' autonomous learning and thinking.Expert teachers can understand students' real needs better and organizing class better.Besides,they have abundant theoretical knowledge about teacher questioning.Therefore,the author will put forward some advice: teachers should attach importance to cultivate students' cognitive thinking competence.Besides,school should provide more training chances for novice teachers to enhance their professional competence.It is expected that this thesis will push English teachers to pay attention to developing students' cognitive thinking competence.Meanwhile,the author hopes the research will contribute to teachers' professional development.