| As an important aspect of teaching skill, classroom questioning is an indispensable part of classroom lecture which plays a significant role in classroom teaching. Compared with the abundant researches in western countries in this field, the domestic researches are far behind that, especially about the current situation in classroom questioning in high school. Therefore, this research tries to collect the data about the current situation and analyze problems existing in high school classroom questioning, then supplies with some constructional suggestions.Based on the Input Hypothesis, Output Hypothesis and Interaction Hypothesis, the researcher engages to have investigation about the current situation and problems in high school classroom questioning with the help of classroom observation, interview and questionnaire, then provides some constructional suggestions. Hence, this research addresses two questions: 1.What are the problems existing in classroom questioning in senor high school English class? 2.How can teachers make the classroom questioning function effectively?According to the research, the researcher comes up some conclusions: 1. There is unbalanced allocation existing in classroom questioning. Not every student gets the same opportunity to be asked; 2. The teacher fails to give sufficient wait-time for students to give response to the questions; 3. The feedback of classroom questioning is not timely and effective enough.Taking all of these into account, some constructional suggestions are provided. First, according to the content, the types of classroom questioning should be diverse; second, the teacher is obligated to apply different strategies in classroom questioning flexibly; third, the interaction between classroom lecture and classroom questioning should draw teachers’ attention; last but not the least, issues about the balanced allocation, the sufficient wait-time, the effective and timely feedback can not be ignored by the teachers. |
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