A Survey On English Teachers' Questioning Strategies In Senior High School

As a basic teaching method,classroom questioning is a bridge for teachers to pass on knowledge and inspire wisdom,and it is quite important for the teaching quality and the teaching effect.What's more,classroom questioning will promote students' enthusiasm in taking part in lessons,which will have a positive influence on the educational reform and the quality-oriented education.Questioning is of great importance to improving both teaching efficiency and teaching quality,thus studying relevant theories to know more about questioning strategies is of great help.The purpose of this research is to provide some suggestions for teachers' professional development and to offer some data support for the related research fields.The study is based on domestic and foreign related research about classroom questioning,and is guided by Socratic dialogue theory,constructivism theory and input hypothesis theory.Through classroom observation,the teachers' interview and questionnaire survey,I went into the application of high school English teachers' classroom questioning strategies,including the type of questions asked by the teacher and the proportion of their assignments,whether the time left for the students after the question is sufficient,whether the distribution of the students and so on.After a survey about the four classes in Daqing No.39 High School,the current situation of English teachers' classroom questioning in senior high is concluded.It is found that there are some problems in the classroom questioning.For example,some teachers are not used to designing the questions before asking;the proportion of display questions and referential questions is out of balance;Teachers are more casual in asking questions,and consider little about questioning strategies.Based on the above questions,specific suggestions for the classroom questioning are given from the following three aspects: the designing process,asking and answering process and evaluating process,hoping to provide some suggestions for future classroom questioning and teachers' professional development.