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A Survey Of Classroom Questioning By Senior English Teacher In Primary School

Posted on:2020-02-24Degree:MasterType:Thesis
Country:ChinaCandidate:T T LiuFull Text:PDF
GTID:2415330596997172Subject:Primary school education
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The English Curriculum Standards pointed out that the main purpose of the English course at the compulsory education stage is to lay the foundation for students to develop comprehensive language use ability,and to create powerful conditions for students to continue to learn English and their future.Language is both a tool for communication and a tool for thinking.Teachers' high-quality teaching in the English class can help students master basic language knowledge,develop basic listening,speaking,reading and writing skills,and further promote the development of students' thinking ability.Questioning,as one of the most frequently used techniques in classroom teaching,is likened to "the life of teaching",which greatly affects the quality of classroom teaching and plays a decisive role in the effectiveness of teaching.Therefore,the exploration of the current situation of the English classroom in the upper primary school can not only promote the development of students' thinking ability,but also guide the high-quality teaching of front-line teachers.Through the method of student questionnaire survey and teacher interview in Zhongshan road primary school,the author explores the situation of teacher's classroom teaching in terms of “question type”,“question object”,“question strategy”,“waiting time after questioning” and “post-question feedback”.First of all,the author consulted a large number of domestic and foreign literature related to teacher questioning,using literature analysis method to sort out its research results and development trends.Secondly,the author randomly selected three classes of students in the upper grades of Zhongshan road primary school to conduct a questionnaire survey,and selected four English teachers to conduct interviews to assist the research on the current situation of the English class in the upper primary school.Then,the data is collected and analyzed with SPSS19.0 data processing software,and the interviews with teachers are combined to explore the problems found in classroom teaching.Finally,based on the problems in the current English classroom of the upperprimary school,the corresponding solutions are proposed based on the "input hypothesis","output hypothesis" and "interaction hypothesis".The research results show that the questions asked by teachers in the classroom are relatively blunt,lacking real situations,and are difficult for students to understand;the strategies used in asking questions are relatively simple,students are prone to fatigue,leading to less active in learning;teachers give students less time after questions.The time is short for students to think deeply;After the students' answers,the teacher feedback content is more general and there is no hierarchy in content.In response to tackle these problems,the author put forward to corresponding teaching suggestions from three aspects: pre-question,questioning and post-question.Before asking questions,we should pay attention to designing teaching problems carefully and cultivating students' interest in learning.We should pay attention to refining the language of questioning in questioning,and ensure the diversity of questioning strategies.After asking questions,we should pay attention to flexible control of waiting time and timely and appropriate feedback.The author hopes to provide some help for the improvement of students' performance and the teaching of front-line teachers through the exploration and analysis of the primary school classroom.
Keywords/Search Tags:English teachers, Classroom questioning, English language teaching
PDF Full Text Request
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