A Case Study Of Metacognition Of Questioning Strategies In Chinese Senior High School English Classroom

Questioning is one of the most important teaching methods in English classroom.Classroom teaching efficiency is affected by question formulation and quality. With the widespread use of educational psychology, many scholars have done a lot of research on classroom teaching based on metacognition, which becomes the central issue in the field of educational psychology. Metacognition is a perception to monitor and control the process of cognitive activity, which includes three types of metacognitive strategies: plan strategies,monitoring strategies and regulation strategies. Metacognition helps people to acquire knowledge, design and control the cognitive process, evaluate the effect of cognition, and adjust the cognitive behavior. However, according to the survey, many teachers are lack of the awareness of metacognition, and seldom apply it to classroom questioning design.Therefore, this paper attempts to discuss the English classroom questioning strategies based on the theory of metacognition, trying to analyze a case of questioning design in an English reading class, and exploring the questioning design based on metacognition theory in order to improve teaching quality and facilitate the students’ thinking development.First of all, this thesis employs the research methods of document analysis, questionnaire,classroom observation, classroom recordings and case analysis. During the placement, the author gets all the English teachers of a senior high school to complete a questionnaire to investigate the present situation of metacognitive awareness of English teachers used in class questioning design, and analyze the students’ cognitive characteristics and the level of their thinking through the cognitive knowledge, cognitive experience and cognitive control. And then, the author analyses the questioning process in a reading class, in order to know the application and features of metacognitive plan strategies, metacognitive monitoring strategies and metacognitive regulation strategies of classroom questioning. Moreover, this study found out three problems in applying the metacognitive strategies on questioning for English teacher:(1) The metacognitive plan strategies are not applied so well. There are much more display questions than referential questions in this class, and many questions are easy andlack of critical thinking;(2) For the metacgnitive monitoring strategies, the process of questioning is lack of evaluating the students’ answers;(3) The metacognitive regulation strategies are applied much better, but the teacher neither encourage the students to ask some questions by themselves, nor develop the students’ logical thinking.At last, this paper put forward some constructive suggestions based on the metacognition, and hopes to improve the effective questioning strategies, and develop the students’ creative thinking, and build a good relationship between the students and teachers.