A Study On Classroom Questioning Beliefs And Behaviors Of Junior Middle School English Teachers

Classroom questioning is the most important way for teachers and students to interact with each other.Whether the teachers can ask effective questions in class or not is one of the most important standards to reflect their teaching ability,and the quality of their questioning determines whether the class is efficient or not.Most of the researches on junior middle school English teachers’ questioning focus on the behavior of classroom questioning but ignore that teachers are actually the main body.In teaching,the beliefs provide theory support for teachers’ classroom questioning behavior.In the meanwhile,junior high school English teachers’ classroom questioning beliefs and behaviors directly affect the quality of their teaching practice in class.Therefore,researches on junior middle school English teachers’ classroom questioning beliefs and behaviors can promote the junior middle school English teachers’ professional development and improve the quality of junior middle school English classes.Qualitative and quantitative methods were used in this study to investigate the classroom questioning beliefs and behaviors of junior middle school English teachers.Firstly,based on the previous research and investigation,the questionnaire of Teachers’ Beliefs was adapted.Then,SPSS25 data analysis software was used to analyze the questionnaire and summarize the classroom questioning beliefs of middle school English teachers and the characteristics of classroom questioning.Then three teachers were selected from the respondents for classroom observation and four teachers for semi-structured interviews to analyze the correlation between classroom questioning beliefs and behaviors of middle school English teachers.Finally,using the grounded theory qualitative research method,the researcher analyzed the interview content with the help of Nvivo11 software,and tried to explore the main factors affecting the relevance.The study found that junior high school English teachers had a high sense of identity in teaching beliefs related to classroom questioning,but no obvious tendency.The teaching beliefs of junior middle school English teachers in classroom questioning were not consistent with the actual teaching behavior.Teachers’ teaching experience,reflective consciousness,teaching plan and self-efficacy are the main factors that affect the consistency of teaching beliefs and behaviors of middle school English teachers in classroom questioning.Based on the research results,this paper believes that in improving the practice of junior middle school English classroom questioning,more attention should be paid to the renewal of teachers’ ideas,the preset of classroom questions,and the cultivation of students’ questioning spirits.In the aspect of teacher development,more attention should be paid to the practicability of the training content and the training should be given according to the teaching age and other factors.In terms of curriculum provision,relevant courses about questioning in normal education should be added and the inherent theoretical assessment mode should be changed,so as to improve the professional development level of junior high school English teachers.