A Study On Questioning In Reading Class Of English Teacher In Primary School

Classroom questions have an irreplaceable position in teaching activities,and are one of the most important communication methods in English classroom teaching of primary school.Classroom questioning research is also a topic of focus for scholars at home and abroad.Relevant research mainly focuses on classroom questioning research in universities,high schools and junior high schools,and there is not much research on classroom English teachers’questions in primary schools.This study takes the 8~thh National English observation class in primary school as an example to discuss the questioning in reading class of English teacher in primary school.This study will answer the following questions:1)What are the characteristics of English teacher’s classroom questions in primary school?2)Are there any differences in the classroom questions between teachers of different genders,different grades,and different teaching ages?3)What are the problems in the classroom questioning of English teachers in primary school?In this study,12 teachers were selected as the research object,and the observation and statistics were carried out from the six aspects of classroom question type,classroom questioning skills,classroom question waiting time,classroom question area allocation,classroom question feedback form and classroom question and answer method,etc..The author uses SPSS19.0 software to analyze the data.The results of the study are as follows:1)The characteristics about questioning in reading class of English teacher in primary school can be concluded the following aspects:the number of display problems is greater than the reference problem;the frequency of repetition and probing is higher,the frequency of retelling and decomposition is lower;teachers tend to ask questions from close students.Long-distance students answer fewer questions;voluntary answers are the main ones,and the designated and the answers in chorus are supplemented;the waiting time for classroom questions is mostly no more than three seconds;positive feedback is the main and negative feedback is supplemented.2)In terms of gender,teachers of different genders have different questions and answers,and there is no big difference in question type,skill,waiting time,regional distribution,and feedback form.Teachers of different grades have different types of questions and questions and answers in the classroom,and there is no significant difference in skills,waiting time,regional distribution,and feedback.Among teachers of different teaching ages,there is no big difference in asking questions,skills,waiting time,regional distribution,feedback,question and answer.3)The main problems existing in the teacher’s classroom questioning:the question distribution is not balanced,the question waiting time setting is not reasonable;the question feedback is not rigorous and specific.Based on the above research findings,this paper puts forward suggestions on how to improve the quality of questioning in the classroom.