Case Studies Of High School Language Teachers Classroom Questioning

Classroom questioning promotes the development of students’thinking ability through the process of asking questions by teachers, then the students thinking about the questions, and the teachers help the students to understand the questions. Under the circumstances of the new round of curriculum reform, classroom questioning can fully mobilize the enthusiasm of the students’ self-exploration, and make them obtain the professional growth. From the existing research on classroom questioning, most of them use qualitative investigation to explore the theory of classroom questioning, and lack of case study on outstanding teachers. Accordingly, the researcher take her practice guidance teachers as the research object, through the observation of the teacher’s classroom teaching practice, make a detailed record about the numbers of questions, question types, waiting time, the student who answered the questions and the teacher’s feedback by way of case study, and then analysis the above information by using Good and Brophy’s problem’s type table.The study found that the number of questions is appropriate, the proportion of question types are more balanced, the teacher can ask questions to all students, after the questions there is an appropriate pause to let the students have time to think, and he give timely, effective feedback to students.At the same time, in the course of the study I also found some problems in the teacher’s classroom questioning: the evaluation and creative problems are not enough, in poetry’s class, most of the questions are about meanings and the whole class answered the question together, and fewer students have the opportunity to evaluate others answer.The author hopes that through this case study on the classroom questioning, to enrich the empirical research on the effective classroom questioning, and make questioning plays a better role in classroom teaching.