Research On The Problems And Countermeasures Of Primary School English Teachers’classroom Quetioning

With the continuous development of quality-oriented education,both schools and parents recognize that it is more and more important to cultivate students’ ability to apply and innovate the knowledge they have learned.And the most direct and effective way for this in teaching is to increase the chances for students to practice.Hence,classroom questioning becomes the most suitable carrier.English learning is a kind of language learning and its requirements for practice are higher than other disciplines.The most direct and effective way to learn language is to practice.Therefore,it is very vital to increase the chances for students to express in English through asking questions in English classrooms.Questioning in English classrooms have a good effect on activating the classroom atmosphere,improving classroom education effect and advancing students’ English expression ability.Although classroom questioning is very helpful for elementary school English teaching,there are still many areas that need to be improved in the process of classroom questioning.For instance,the poor practical and innovative ability of teachers does not maximize the effect of classroom questioning,and the quality of teaching needs to be further improved.In consequence,the author conducts research and discussion on the classroom questioning of elementary school English teachers.The thesis is divided into four parts.The first part is introduction,including the proposing of the problem,research purpose and significance,research ideas and content,concept definition,research overview,research design,research difficulties and innovations.In the second part,the author mainly investigates the current situation of classroom questioning in elementary school English teachers’ classroom,which mainly contains the attitude of teachers and students to primary school English teachers’ classroom questioning(teachers’ attitudes towards students and students’ attitudes towards teachers),the planning of the questioning(the purpose of questioning,question types and basic situation of students learning),the implementation of the questioning(the situation of asking questions,waiting to answer the questions,calling students to answer the questions and responding the answers),and the reflection after the questioning(reflection on the process of questioning,the questioning times and the questioning effects).The third part refers to the analysis of the problems and reasons of elementary school English teachers’ classroom questioning.The main problems are teachers’ low level questions,inarticulate question expressing,insufficient reserved response time,solidified mode to call students to answer the question and simple comment for students’ answer.The reasons for the problems are as follows: teachers’ less attention to classroom questioning,teachers’ low degree of reflection on classroom questioning,schools’ ungenerous assessment in teachers’ classroom questioning link and schools’ insufficient training to teachers’ classroom questioning.The fourth part concerns with the strategies for improving elementary school English teachers’ classroom questioning.First of all,English teachers in elementary school should prepare well before class.For this purpose,teachers should clarify the purpose of questioning and organize questions according to the actual situation of students.And then,English teachers in elementary school should continuously improve their classroom questioning skills,including the skills of asking questions,waiting to answer the questions,calling students to answer the questions and responding the answers.Besides,English teachers in primary school should strengthen their reflection on classroom questioning,which contains timely after-class reflection and overall reflection on questioning content.Finally,schools should attach great importance to the questioning on the elementary school English teachers’ classroom,strengthen teachers’ training on classroom questioning,encourage teachers to innovate the skills of classroom questioning and develop the assessment system of teachers’ classroom questioning.