A Study On The Questioning Of Senior English Class In The Context Of New Curriculum

Questioning is one of the most common teaching technology and it is the link of interaction between teachers and students. With various questions, teachers and students can make interactive dialogues. The focus of this thesis reads as follows-how to use dialogue theory as a guide and turn classroom questioning into a carrier in students’and teachers’development. The research is based on the theory of dialogue teaching. By classroom observation, the thesis analyzes some problems in English teaching. Combining with the dialogue theory and its characteristics, the researcher puts forward some suggestions for improvement, hoping to improve the quality of classroom questioning and English teaching.In the observation of English classroom, the thesis mainly focuses on several parts of two English classes. The research shows some problems in classroom questioning. The number of display questions covers a large percentage. And teachers answer their own questions sometimes or ask excellent students to answer in order to save time. Some teachers cannot understand the connotation of dialogue and ignore the importance of students questioning, refusing to regard students as equal subjects. Some classroom even lack timely positive feedback.The thesis summarizes some connotations of dialogue teaching and the characteristics of classroom questioning under the idea of dialogue. And it proposes some suggestions. Firstly, comprehend the idea of dialogue and improve questioning abilities of teachers. Then, construct democratic circumstances in class and prolong waiting time properly. Thirdly, provide positive feedback timely and invite more students to participate in class. And the last, change the subject of questioning and encourage critical thinking. The researcher hopes to deepen the dialogue theory in English class and also expects to develop English teaching with this research.