A Comparative Study On English Classroom Questioning Between Student Teachers And Experienced Teachers Based On Cognitive Level

Classroom questioning,as an essential means of teaching,promotes both teachers' teaching and students' learning in the classroom.In English teaching,teachers' questions not only increase students' language input but also provide opportunities for the output of students' target language.At the same time,teachers' questions at different levels of cognition in the classroom will also,to some extent,affect the development of students' thinking ability.With the deepening of education reform,employing modern pedagogics to guide their teaching has become a major measure to improve the quality of teaching.The study takes two experienced teachers and two student teachers in the Longquan No.1 Middle School as research objects,and explore the differences of teachers' questions on cognitive thinking level in the senior high school and the reasons leading to the difference according to the teacher-student interaction theory and the revised Bloom's Taxonomy,aiming to find out the way to improve the student teachers' abilities to teach effectively and efficiently.The study was done by observation and interview.The collected data is summarized and analyzed.Then the result shows that there are some significant similarities and differences between the experienced teachers and the student teachers.Similarities: Low-level questions account for a large proportion of the classrooms of both experienced and student teachers.Differences: first,experienced teachers raise more high-level questions including analyzing,evaluating and creating while student teachers ask more low-level questions,like remembering,understanding,applying.Second,at low cognitive level,the focus of experienced teachers are put on the understanding question while student teachers pay more attention to the remembering ones.Third,at high-cognitive level,experienced teachers raise more analyzing and evaluating ones whereas student teachers ask lest these three high-level questions.What's more,the reasons leading to these differences are different in understanding of questioning and students,preparing before class and reflecting after class,and teachers' beliefs.Therefore,there are some suggestions followed: First,student teachers should have a better understanding of questioning;Second,student teachers should have a better understanding of their students;Third,student teachers should regularly reflect after class and accumulate teaching experience;Fourth,experienced teachers should prepare classroom questions better before class;Finally,teacher school should change their way to educate the teacher.The author hopes that the study will improve the cultivation of students' thinking ability by developing teachers' classroom questions.And it is also expected that it can be helpful for the improvement of student teachers' professional skills.