A Study Of English Classroom Questioning In Primary School Based On Marzano’s Taxonomy Of Educational Objectives

Classroom questioning is the main way of teacher-student interaction in the classroom teaching process,and its quality affects the effectiveness of classroom teaching.As a topic that has attracted much attention at present,there are still problems in English classroom questioning in primary school,such as random design,low quality,and emphasis on knowledge transfer itself.How to optimize the primary English classroom questioning and improve the effectiveness of classroom teaching has become the focus of attention.Marzano’s Taxonomy of Educational Objectives makes up for the flaws of Bloom’s Taxonomy of Educational Objectives,attaches importance to the cultivation of students’high-order thinking skills and other skills needed in the 21^stcentury,and has strong applicability.In order to explore the essential problems and causes of questioning in the English classroom of primary schools,this study uses the eight classroom records of eight teachers from Y and Z primary schools as the research object,using classroom observation methods,interview methods,and case analysis methods.Through the research,it is found that under the perspective of Marzano’s Taxonomy of Educational Objectives,the current primary school English classroom questioning problems mainly include three aspects,that is,the number of high-level thinking English classroom questions is small and the quality is not high;the number of low-level thinking is large but mechanical;the proportion of classroom questions at all levels in each grade is unreasonable.This research combines teacher interviews to explore the causes of problems in elementary English classroom questioning.Through the research,it is found that the problems are mainly restricted by three factors,namely the limitation of elementary school English teacher’s questioning concepts;the restriction of elementary English teachers’questioning skills;primary school English teachers ignore the differences in students’cognition.Analyzing the causes of the problems,this research puts forward three optimization suggestions for the primary school English classroom questioning.First of all,teacher should update the concept of questioning,establish thinking and training awareness;promote the internalization of the concept of questioning,and optimize the structure of classroom questions.Secondly,the theoretical knowledge of questioning should be enriched,and the quality of questioning in the classroom should be optimized;special training for questioning should be optimized;special training for questioning should be strengthened to improve the practical ability of questioning.Finally,the awareness of grade differences should be strengthened to reflect the differences in questioning at all levels;teachers at all levels should be strengthened to discuss and optimize the design of classroom questions.