A Study On The English Classroom Questioning In The Lower Classes Of Junior High Schools

Classroom questioning is a significant portion of the teaching process and also a bond of bilateral interaction between teachers and students.In a sense,the effectiveness of classroom questioning directly determines the quality of teaching.It is important to investigate and study the current situation of the English teachers' classroom questioning in the lower classes of junior high schools because it can help improve teachers' classroom questioning behaviors,prompt teaching quality and develop students' English level.This study takes a junior high school in Zibo,Shandong Province as an example.Based on the literature research with the help of these research methods(classroom observation,questionnaire and interview),this study aims to explore the current situation of the English teachers' classroom questioning in the lower classes of junior high schools,analyze the strengths and existing problems,bring forward some suggestions to improve the classroom questioning behaviors in the lower classes of junior high schools.The results show that there are some problems in the English teachers' classroom questioning in the lower classes of junior high schools,such as the unreasonable distribution of display questions and reference questions;unscientific way and distribution of questioning;insufficient waiting time after questioning;too simple feedback ways and so on.The existence of these problems will affect the effectiveness of English teachers' classroom questioning and also have a certain impact on students' learning effects.Therefore,the solution of related problems should be focused on.In the view of these problems found in the research results,this study puts forward some suggestions to improve the effectiveness of English teachers' classroom questioning in the lower classes of junior high school: taking into account a variety of factors,reasonably assigning display questions and reference questions;Optimizing questioning methods,adopting diverse questioning methods,treating the whole class equally;Giving students enough time to think,patiently waiting for students;Optimizing the feedback methods and giving more positive and effective feedback to students' answers.When put forward suggestions to deal with the problems found in English classroom questioning in junior high schools,this study claims that the individual differences of each student should be taken into account.Students with different abilities,personalities or gender should be taught in accordance with their aptitude and personality when choosing the types,methods,waiting time and feedback methods of classroom questioning.