A Case Study On Teachers' Questioning Types In Senior High School English Reading Class

In senior high school English teaching,reading teaching occupies an important position,and teachers' questioning is a method used frequently in the reading teaching.The New Curriculum Standards(2017)proposes that teachers should be good at asking questions from understanding to application,from analysis to evaluation,guiding students' thinking from lower to higher level.Designing various question types can not only improve their ability to analyze and solve problems and help students better understand reading texts,but also cultivate students'thinking quality and achieve different teaching aims.According to the situation of teachers' questioning types in senior high school,this research aims to instruct English teachers in senior high school to find out the functions of question types and offer some suggestions for designing reading questions.Three English teachers from Senior Two and three classes taught by them are selected as the research participants in one Senior High School in Beijing.A three-month investigation is conducted through classroom observation,questionnaire and interview.According to classroom observation,the author investigates the proportion of each question type,the relationship between teachers' questioning types and interrogative sentence,and the influence of teachers' questioning types on students' oral output in senior high school English reading class.At the same time,combined with the questionnaire survey and interview,the author deeply investigates and analyzes the reasons of the current situation of teachers'questioning types,and puts forward some suggestions for designing questions for English reading classes of senior high school to improve the ability of teachers' questioning.The results show that English teachers tend to ask questions related to the basic knowledge in the high school English reading classes,so that the knowledge questions and comprehension questions are used the most frequently by teachers.In contrast,analysis questions,synthesis questions and evaluation questions are not used frequently.However,the latter question types can make students' oral output better in high quantity and quality.In addition,general interrogative questions are mainly used in knowledge questions and comprehension questions,and special interrogative questions can be used in all the question types.Therefore,some suggestions are offered as follows:teachers in senior high school should learn Bloom's taxonomy of educational objectives systematically,design question of each type reasonably,and pay attention to developing students'thinking from lower to higher level.In addition,teachers should focus on making conclusions on the relationship between question types and sentence patterns.Students should correctly understand the function of questions,minimize the use of words,phrases and simple sentences when answering questions,and use compound sentences consciously.