Researches on Effective Teaching behavior has found that questioning is one of the teachers’ major behavior of effective teaching. Effective teaching is depend on questions which were designed on the basis of reasonable classroom activities, the more questions relate to teaching goals, the more effective teaching behavior it will be. Effective teachers, generally, can lead students to learn effectively by asking questions. Effective questioning not only point to the teaching goal, but also point to specific teaching task which was come from the teaching goal. Teacher questioning behavior is a broader concept, it can separate into several targets according to teaching practice. Questioning is one of the most important teaching behavior, and it is one of most useful form of classroom interaction either. Teachers can acquire and improve their effective questioning behavior through both long-term teaching practice, and short-term school-based training.In this thesis, author attempted to define teacher questioning behavior and some other related conceptions in effective teaching, try to research the problem by empirical observation and theoretical analysis. The thesis clarify the basis components and elements of teacher questioning behavior, establish a target structure for the behavior, and converted the target structure into a corresponding scale and propose further solutions based on empirical research, making suggestions for improvement and strategies for teachers who teach Chinese language subject in primary school.This thesis is divided into five parts:Part one describes the origin of the present study, the current situation an d the problem domain, purpose, significance, research methods and ideas and the basic framework of the study.Part two is about core concepts and theoretical basis, introduces the core definition of the theoretical basis of this study. "Effective teaching " refers teacher should obey the nature rules while teaching. They should pay close attention to the lessons’ aim, as well as the students’ knowledge and skills, processes and methods, attitudes and values in their harmonious development procedure. "Teacher questioning behavior" refers to teacher design, raise and response a question according to teaching objectives in a unit of time.Part three is about questioning target structure. The author tease out three first-class target of teacher questioning behavior basis on previous studies: design, raise and response. In this part, the author analysis each structure indicator in detail. Design behavior consists four second-class targets: goals and tasks, question type design, pre-completion of time, question formulation design. Raising behavior consists: question type, question formulation, wait-time and student target. Response behavior consists: evaluate, chasing, changing target and reorganize.Part four is the observational studies on classroom questioning, mainly record and analyze two lessons from two prominent teachers, in order to prove the questioning target structure, discover universal problems for teachers while questioning in classroom according to empirical research.Part five is based on the data and anylsis which refered in part four, it consists problems and suggestions on teachers questioning behavior in effective teaching. Problems: imbalanced question type; overtime teaching; lack of wait-time; evaluate too general. Suggestions: optimized questi on structure, put each question in their position; arrange time resonablely according to the lessons’ objectives; offer appropriate amount of wait-time, provide students a space to think; give specific evaluate to studens’ answer. |