A Comparative Study Of Classroom Questioning By High School English Teachers

The English Curriculum Standards for Ordinary High Schools(2017edition and 2020 revision)(hereinafter referred to as the New Curriculum Standards)proposes the basic concept of developing students’ core literacy in the English subject,and thinking quality is a component of core literacy.Therefore,the important task of high school English classroom teaching is to cultivate students’ thinking qualities.Classroom questioning is an important way of classroom teaching and the core of effective teaching.Effective classroom questioning is an important way to cultivate students’ thinking quality.However,in actual classroom teaching,there are certain problems for teachers in the questioning process or the use of questioning strategies in the classroom.Therefore,this study focuses on the possible problems that may arise in normal teaching of high school English classroom questioning.The focus is on analyzing the current situation of classroom questioning from six aspects: questioning type,waiting time,question allocation,question answering form,questioning skills,and teacher feedback.At the same time,it compares the differences between high-quality classes and normal classes,further analyzes the reasons for the differences and proposes reasonable suggestions.The main purpose of this study is to address the following issues: 1.What is the current situation of questioning in normal and high-quality classes for high school English teachers? 2.What are the differences between high-quality and normal classroom questioning? 3.What are the reasons for the difference between the two?This study is based on the new curriculum standards and Krashen’s input hypothesis theory,Swain’s output hypothesis theory,and Long’s interaction hypothesis theory.A comparative study is conducted on high-quality classes and normal classes.The study uses classroom observation,questionnaire survey,interview,and statistical analysis methods.The study conducts teacher interviews and questionnaire surveys on teachers and students from five classes in the first grade of a high school in Huaibei City.At the same time,five first prize winners of the Anhui Province 2021 New Curriculum and New Textbook Quality Course Competition were selected as the research subjects for classroom observation.The current situation of classroom questioning by teachers of normal and high-quality classes was analyzed,and the differences between normal and high-quality classes were compared and analyzed using IBM SPSS Statistics 22.0.Finally,the reasons were analyzed.The findings of this study are as follows:(1)The proportion of types of questions asked by teachers in normal and high-quality classes is inappropriate.(2)The waiting time for classroom questioning and answering is relatively short for teachers in normal classes.(3)The distribution of questions asked by teachers in normal classes is uneven.(4)The allocation of questioning and answering methods among teachers in normal classes is uneven.(5)The questioning skills of teachers in normal and high-quality classes lack flexibility.(6)The feedback from teachers in normal classes is relatively general and mechanical.Finally,based on the above research findings,reasonable suggestions are proposed for teacher education and teaching:(1)Deeply learning and implementing the new curriculum concept and improving professional literacy;(2)Adjusting the proportion of different types of problems and practicing the concept of English learning activities;(3)Extending the waiting time for high-level questions and cultivating students’ profound and meticulous thinking;(4)Balancing distribution of questioning questions,adhering to student-centered approach;(5)Encouraging students to actively answer and flexibly using questioning techniques;(6)Paying attention to teaching evaluation and reflection,and refining teaching feedback.This study hopes the above teaching suggestions can provide some reference for improving teachers’ classroom questioning and provide some value for future related research.