An Investigation And Study Of English Class Questioning And Answering In Senior High School

The latest "English Curriculum Standards for Senior High Schools" promulgated by the Ministry of Education clearly points out that language ability is the basic element of core literacy.As the most commonly used teaching method in English class,classroom questioning is one of the most important teaching means to achieve this goal.In recent years,scholars at home and abroad have begun to realize the importance of classroom questioning.They have made a series of explorations and studies on the theory and practice of classroom questioning,including the art of questioning and the techniques of questioning.However,compared with foreign studies on classroom questioning,there are still relatively few studies on English Classroom Questioning in China,and even fewer studies on English Classroom Questioning in senior high school.The main questions in this paper are:(1)What is the existing state of affairs of question-and-answer in English teaching?Specifically,it includes:the classification and form of teachers' questions;the real purpose of problem setting in senior high school English class;the waiting time and feedback of teachers after students' answers;students'ways of answering;students' expectations of questions and the actual effect of questions.(2)What are the effective questioning strategies in English classroom teaching?The purpose of this study is to enable students to develop and cultivate their thinking through effective classroom questioning,so as to enhance their innovative ability and improve their English level in an all-round way.This study divides classroom questioning into three main categories from different perspectives,such as types and forms of classroom questioning.Combining with waiting time,teachers' feedback,students' ways of answering and questioning strategies.This study used classroom observation data to collect and analyze the current situation of teachers' questioning.The main research questions in this paper are:1.Classroom questioning types and forms are single;2.Waiting time is short,Fewer students answering questions on their own initiative.3.Improper feedback and unbalanced questioning strategies.4.The teacher's questioning behavior is inconsistent with the actual needs of the students.Based on interviews with teachers and questionnaires from students,this paper tries to find out the reasons behind the current situation of English questioning.By analyzing the specific reasons for these problems,this paper puts forward some suggestions and strategies:1.balancing the types of questions and diversifying the forms of questions;2.facing the whole,controlling the waiting time according to the specific teaching situation;3.giving feedback effectively;4.flexibly using effective questioning strategies.;5.teachers should improve their teaching and research and professional standards.Finally,The limitations of this study were pointed out and the future research was prospected.