| Question of teaching is not only an art but also a science. Teacher questions may have their own styles, but they are not random. Asking questions is like dancing in fetters. Questions must be well-founded and it must reach a certain teaching effect. So it is necessary to pay attention to the strategies of asking questions.On the question there is a long history. The question dated back to Socrates's "Midwife", and different studies were carried out comprehensively from the perspective of education, psychology and linguistics. However, previous research on the strategy of asking question is often limited to question itself, or is often limited to the strategy itself. In our view, the effectiveness of questions should always base on the question context. In this paper, following Verschueren's Adaptation Theory as the theoretical basis, the question's contextual factors are in the center of question's designing. This study basing question's contextual factors is the first case of all question's studies. Therefore, there is a certain theoretical and practical significance.In chapter 1 and chapter 2 basing an extensive literature review we clarified the relationship between the question and the question context, put forward a positive principle of context adaptation, and interpreted the relationship between the strategy of question and the context of question. From the chapter 3 to the chapter 5, we talked about adaptation strategies to students, teaching contents and teaching environments. In chapter 3, we analyzed the adaptation strategies to students'cognitive rules, the students'actual level of knowledge and the emotional state. In chapter 4, we investigated the adaptation strategies to introduction, point of entry, the knowledge about author, works and backgrounds, main content and keynote, writing techniques, language features reviewing, etc. In chapter 5, we discussed the adaptation strategies of questioning to teaching environments. |
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