The Optimization On English Teacher’s Classroom Questioning Methods In College

Questioning is one of the frequently used teaching skills in college English classroom, and it is also a crucial part of effective teaching. By asking questions, teachers can not only achieve their teaching goals, improve their teaching levels, but also can stimulate students interest in learning, manage the students’ learning. However, questioning is a complex art, in the process of applying the questioning method in college English classroom, teachers always ignore college students’ subjectivity, they just intend to finish their objective teaching tasks; besides, the question the teacher asked itself exists many contradictions and the effects are not as good as what we expected. Thus the research of classroom questioning still has a realistic significance.This study aimed at the problems existing in the college English classroom, and set the non-English majors’ English classes as examples. Through classroom observation and tape recording, combined with the reference to literature and seriously analysis of specific examples in college English classroom, this paper probed into the types of classroom questioning and its great significance to the improvement of the teachers’ teaching ability and to the development of students’ thinking ability. In addition, this paper discussed the questions must possess the following features: scientific, stimulating and creative. In teacher’s aspect, the thesis analyzed teacher’s preparation for questions, control of classroom questioning, reflection of the teaching.Finally, in this study, on the basis of analysis of a large number of class instances, the optimization strategy is put forward as to the problems existing in the college English classroom questioning. Before putting forward questions, teachers should not only familiar with teaching materials, teaching goals, but to fully understand students’ learning styles, and to preset questions by combining their own knowledge with he students’ actual situation. When asking questions, the teachers must control the whole process with pertinence, timely and fairly put forward reasonable questions to each student; When handling the answers, teachers must wait for a moderate time and guide naturally with a logical train of thought. After receiving the answers, teachers should feedback timely and comment concretely; After-school teachers should also reflect the successes and shortcomings of the questioning.