A Survey Of English Teachers Questioning In Primary Schools From The Perspective Of Dialogue Teaching

In the teaching activity,the teacher-student interaction is always the essential link,but the classroom question as the teacher-student interaction most important part,has the pivotal status in the classroom teaching,how to correctly and efficiently ask questions in class has always been a key issue in the educational field.This study attempts to summarize the present situation of English classroom questioning in primary schools from the perspective of dialogue teaching,to find out the existing problems in the present situation of questioning,and to explore the strategies to solve the problems,so as to provide theoretical support for primary school English teachers to improve their professional skills.This research mainly uses the literature method,the classroom observation method,the interview method and the questionnaire survey method,in the massive consultation literature material,adopts the classroom question observation scale,starting from the four dimensions of the initiative of the Questioner,the comprehensiveness of the content,the inclusiveness of the object and the generation of the process,20 English classes from Grade 3 to Grade 6 in the training school were selected for observation,then,the questionnaire is used to analyze the questions in class to find out the deficiencies in the classroom questions.The compilation of teacher interview starts from the four dimensions of classroom observation,as a supplement to classroom observation,to understand teachers' real thoughts,and to further explore the embodiment of these four dimensions in classroom questioning.In order to find out the students' views on teacher's questions and to find out the students' expected ways of asking questions,a student questionnaire is compiled and distributed to the students in the practical schools.Based on the analysis of classroom observations,interviews with teachers and the results of students' questionnaires,it is concluded that the following deficiencies exist in English teachers' questioning from the perspective of dialogue teaching:First,students' initiative to ask questions is ignored,on the one hand,students' initiative to ask questions of teachers is ignored,on the other hand,questions between students and students are merely a formality;Second,questions about teaching content are not comprehensive enough,the main problems include the lack of attention to the cultivation of students' interest in learning,the tendency of questioning language knowledge to miss one another and the mechanization of questioning in class,Third,some students may be neglected by teachers because they are in a remote place or because they are not active in class.Fourth,they may neglect the connection between English teaching and other subjects,which is not conducive to students' all-round development.Based on the above questions,the last part of the paper,combined with specific teaching cases,puts forward relevant strategies and suggestions to improve English classroom questioning in primary schools:First,we should respect the initiative of students to ask questions.On the one hand,we should guide students to be the main body of questions.On the other hand,teachers should make good use of rewards to encourage students to take the initiative to speak up.Teachers should also learn to give students time to think.Second,we should enhance the flexibility of the way of asking questions in class,and create situations so that students can actively participate in the activities of asking questions.Attention should be paid to the inclusiveness of the questioning subjects: attention should be paid to the individual,consideration should be given to all the students and the question should be asked at different levels in order to ensure fair education;And pay attention to the relevance of English and other disciplines,concerned about the overall development of students.It is hoped that this study can provide reference suggestions for English teachers in primary schools and help more educators to pay more attention to English classroom questioning and promote their professional development.