A Study Of Teachers' Question In Reading Class Of Senior High School

The edition of English Curriculum Standard of General Senior High School(2017)emphasizes that teaching should pay attention to cultivating students' core accomplishment of subject,one of which is to develop students' thinking quality.In daily teaching,classroom questioning as a more commonly used teaching means,its effectiveness to a certain extent can reflect the relationship between classroom teaching and the development of students' thinking.The present study carried out observation and questionnaire research based on three classes at different levels in the fourth middle school of Yan'an city,and conducted interviews with the relevant English teachers to investigate the current situation of classroom questioning in the following eight aspects: quantity,type,form,object,mode,strategy,waiting time and feedback.The study applied observation method,survey method and interview method,to find that there are still some problems in classroom questioning of English reading teaching,which are mainly presented in the aspects of limited answers,random objects of questioning,limited waiting time and too-simple feedback.Based on the result,the paper will offer some practical suggestion to help promote the efficiency of questioning.According to Piaget's theory of balanced teaching,the advice given to teachers' waiting time is appropriate to give students time to think according to the difficulty of the problem.According to Socrates' dialogue theory,it is suggested that teachers should set up more open questions which require students to think about.Reading pattern theory plays an important guiding role in the recording of classroom observation.