A Study Of Status Quo And Strategies Of Teacher Questioning In Senior High School English Class

Classroom questioning is one of the most common teaching means for English teachers,which runs through the whole teaching process.It is a strategy that we should master.According to the classroom observation and the communication with colleagues,I found that most English teachers can recognize the importance of classroom questioning.However,due to lack of relevant questioning skills,the classroom atmosphere is not active in real classrooms,and teaching efficiency is low.Senior English reading plays an important role in English curriculum.Therefore,to explore current application situation and the improvement measures of questions asked by teachers in the high school are of great significance in improving students’ participation in English class and teaching quality.Questionnaire survey and classroom observation method were used in this research.Based on the theory of behaviorist learning,constructivist learning theory,group dynamics theory,and the self-compiled questionnaire "the investigation on classroom questioning asked in English reading class in senior school(Students)",the author conducted a questionnaire survey of 850 students in the first grade of a high school in Baoying,Jiangsu Province,and observed the English reading classes of four English teachers.The data collected is analyzed by SPSS22.Some problems were found.1)waiting time given to students was unreasonable;2)the types of questions are imbalanced;3)teachers prefer display questions;4)the allocation of students is unreasonable;5)the way of classroom questioning in class is relatively fixed;6)the types of questions are imbalanced;7)the questionnaire result of the teacher’s question type is inconsistent with the classroom observation;8)the feedback and evaluation of classroom questioning are not abundant and specific;9)students have a negative attitude towards teachers’ questioning in the classroom and answer questions passively.By analyzing the above-mentioned problems,I put forward some suggestions:leaving appropriate time for students to think after asking questions;questions should be allocated to students of all levels;the design of questions before class should have a clear goals and effective content;treating every student equally;having a timely and appropriatefeedback;asking more reference problems;Using assessment table to stimulate students to participate in class activity;creating a harmonious,relaxed and safe classroom environment;strengthening teamwork and sharing.