An Investigation On Teachers’ Qiestioning In English Class Of Rural Junior High School

This paper studies classroom questioning conducted by three teachers chosen from a junior middle school in former Nanhui District of Shanghai. After observing and recording the type of questions, questioning strategies, wait time, distribution of questions and feedback in the three teachers’classes, the author collected the data, and made a data analysis. A questionnaire is used to find out students’view to the teachers’classroom questioning. Through interviewing and communicating with teachers and students, the author learned about not only teachers’but also students’attitudes to questions, which is also important for finding out the reasons why teachers’classroom questioning is of low effect. Besides, this paper discusses how to optimize classroom questioning strategies so as to find the effective way to promote the interaction between students and teachers and to improve teachers’classroom questioning quality and teaching effects in rural areas.