A Study On The Application Of Classroom Questioning To English Reading Teaching In Senior High Schools

Classroom questioning is an important interaction between teachers and students in English reading teaching.The quality of teachers' questioning directly affects the students' learning effect.It is widely accepted that English reading teaching in senior high schools is of great value to develop students' language skills,thinking ability and core competence.In recent years,there have been two important problems in the domestic schools in reading teaching.On the one hand,the teachers get used to adopting too many low-level questions.There has been insufficient waiting time,simple answering ways and feedback.On the other hand,students answer questions passively and they rarely put forward their own questions.At present,most of the studies on classroom questioning are related to a certain subject.Few studies have investigated classroom questioning in different types of class and proposed specific suggestions.There are few studies on classroom questioning for English reading teaching in senior high schools.This study employs quantitative and qualitive methods to analyze the application of classroom questioning in senior high schools for English reading teaching and propose suggestions in every reading teaching stage.This study takes Qingdao M Senior High School as the subject.The author chooses 200 students and 4 English teachers from 4 classes in Grade Eleven through class observation,questionnaires and interviews to collect samples and data and analyzes them.The results of the questionnaires show that there is a gap between the students' expectation and the current situation.Teachers focus on knowledge and comprehension questions with simple answering ways and feedback.Students expect interesting questions,enough waiting time,nominating and evaluation with praise.The results of the interviews show that the four teachers do not have enough theoretical knowledge of classroom questioning and specific method for guidance.Based on the research questions and research results,the author proposes four suggestions:(1)Teachers should design effective questions.(2)Teachers should adjust waiting time properly.(3)Teachers should adopt proper answering ways.(4)Teachers should use active feedback.