An Investigation Of “S-S” Questioning Mode In Junior English Class

As a kind of teaching method,classroom questioning is not only the main way of information communication and emotional communication between teachers and students,but also it is one of the important methods to realize classroom teaching objectives.However,through literature research,we can find that most of domestic and foreign researches on classroom questioning still focus on the art and skills of classroom questioning,relatively few researches are related to the mode of classroom questioning.Meanwhile,it provides a train of thought for the writing of this thesis.In our country,classroom has been teachers' stage,at the same time,asking questions becomes the exclusive right of teachers.Since the new curriculum reform,more and more attention is paid to the subjectivity of students,the study on the model of classroom questioning has increasingly become a “bright spot” in the primary and secondary,more and more teachers in class make use of the different questions strategy to improve the teaching quality,but through practical class observation,some problems are exposed,such as only stressing to the teacher questions skills and art research,ignoring the value of student-to-student questioning,which greatly affect the teachers to know how to use these three kinds of classroom questioning modes evenly and comprehensive so as to promote students' development.So it is necessary to explain the value,practice condition,evaluation standard,operation process of this mode in detail in order to make people know this model,explore the mode,perfect the mode,as well to promote the further development of the new curriculum reform.Based on the related academic basis and research status at home and abroad,this thesis chooses classroom questioning as breakthrough point.In this thesis,a questionnaire has been conducted in three junior middle school of Luoyang,a total of 295 students have been investigated,who are form the same grade,meanwhile,three front line teachers from the three schools have been interviewed and observed.Through the dates and results,we will have a understanding of the present situation about “student-to-student” classroom questioning mode in junior English class.after analyzing and summarizing,the author finds the reason why this mode can not be well used in our country.The main factors are as follows: the awareness and attitudes of both teachers and students to initiating questioning;teachers' teaching methods;the structure and level of students' knowledge and so on.At the same time,the thesis also predicts the problems which will appear in the process of pursuing this mode and put forward corresponding solution to deal with these problems.For example,the model is easy to formalize,classroom order becomes hard to maintain,the teacher should explain and detail the rules of "student-to-student" classroom questioning model,meanwhile,the teacher should Strengthen supervision and management of class;When in the process of implementation the model,the class was monopolized by the ability of students,teachers should pay attention to the individual differences of students,encourage the students with weak language ability to speak up;When the student's problem is too superficial,the teacher must carry on the demonstration of guidance and effective methods so as to achieve the purpose of improve the efficiency of English classroom teaching.Considering the number of samples is limited,this research level is not comprehensive,so it is difficult to embody the differences of "student-to-student" of classroom questioning model in different grade,the different subjects,which is also the deficiency of this study.Therefore,there is still much room for further research regarding this issue.