An Action Research On Classroom Questioning Strategies Of Junior Middle School English Teacher

With the development and implementation of quality-oriented education in China,the educational viewpoint of “awakening students’ subject consciousness” is gradually infiltrating into the compulsory education.The roles of teachers and students in the classroom are changing: teachers pay more attention to the development of students’ thinking ability and comprehensive quality,and the center of the classroom is gradually transferred to students.In China,students lacks authentic English communication environment,and the main place for students to express and communicate is the classroom.As a synthesis that can reflect the classroom participation of quality-oriented education and cultivate students’ English communication ability,questioning is an important form of teacher-student interaction.However,in the real English classes,there is a phenomenon that some students like the teacher to ask questions,but are not willing to take the initiative to answer questions.And some students are afraid of being asked questions by their teachers,and even do not like being asked questions.Most of the literature on classroom questioning at home and abroad focus on describing the strategies of classroom questioning and the current situation of teachers’ questioning in English classes,and gives corresponding suggestions and countermeasures,while there are a little action research.Starting from the problems found in the actual teaching,this study researches the reasons why junior middle school students are not active in answering questions in English class.And it carries out two rounds of action research,aiming at improving the students’ response enthusiasm in English class.The action research is conducted in two rounds,lasting nearly two months,from September to November 2019.A total of 53 students from class B,grade 8,T middle school participated in the study.It mainly discusses the following three questions:(1)What is the current situation of Mr.A’s classroom questioning?(From the following three aspects of analysis: the types of questioning,teacher’s wait-time and teacher’s feedback.)(2)What are the reasons for students’ low enthusiasm in class participation?(3)How can teachers improve students’ classroom participation by improving classroom questioning strategies?This action research adopts interview method and classroom observation method.After the author finds that the students in English class B are unwilling to take the initiative to answer the teacher’s questions,firstly,the author conducted semi-structured interviews with the students to determine the main improvement direction of action research.Secondly,two rounds of action research were conducted to improve the use of teacher’s classroom questioning strategies.Finally,the author collected data and analyzed the research results.This research shows that: first of all,although students’ learning interest,learning anxiety and learning level affect student’attitude and performance in classroom questioning,the types of questions,teacher’s wait-time and feedback greatly affect students’ learning enthusiasm.Secondly,teachers can promote students’ participation in class through the use of questioning strategies,such as designing questions closely related to students’ life,providing students with 3-8 seconds’ thinking time,and giving students positive and constructive feedback.Therefore,the author suggests that teachers should strengthen the study of classroom questioning strategies and attach importance to the role of classroom questioning in promoting students’ language ability.Finally,the author suggests that the factors of the students can be included in the future research,such as the students’ classroom questioning.