Investigation And Countermeasure On Effective Questioning Of Teachers In Junior High School English Reading Lessons

As a teaching method,classroom questioning is second only to the explanation.It can strengthen the interaction between teachers and students,and exert the subjective status,independence and individuality of students,and occupy an irreplaceable position in the whole teaching process.The relationship between classroom questioning and teaching effect is also a topic that many domestic and foreign scholars have been discussing.The existing research shows that questioning is an important way for teachers to know students’ knowledge level and their emotional attitude changes,and also the most essential way for teachers and students to communicate in class.However,these studies are still mostly in theoretical research,and the research scope is mainly concentrated in the university and high school classrooms.There is less research on junior high school English reading class.This study will focus on the following two issues:(1)what are the problems in teacher’s questioning in English reading class of junior high school?(2)for these problems,how do we improve the effectiveness of teacher’s questioning in English reading class of junior high school? This paper relies on the theory of language input and output,and takes the questions of junior high school English reading class as the research object.Through the investigation,we found that the deficiencies of teachers’ questioning in the reading class and made suggestions for improvement on these issues.This study combines the literature method,classroom observation and questionnaire survey method,and based on the related research from domestic and foreign,through a questionnaire survey of a junior high school student in Xiangtan City,and four teachers in different ages and genders of the school.Based on the classroom observation and transcripts of the reading class,with the statistics and analysis of the obtained data,we analyze the situation of classroom questions from the following aspects:(1)the total number and type of teachers’ questions;(2)teachers’ waiting time;(3)teachers’ feedback form;(4)teachers’ answering method;(5)class questioning’s seat distribution and problem allocation;(6)student’s opinion and feedback on questions.The study found that the classroom questions in the junior high school reading class had the following problems: insufficient design of teachers’ questions before class,single purpose of classroom questions,unreasonable behavior of teacher’s answering,short waiting time,lack of feedback evaluation,and students’ inactive in class.These existing problems affect teachers and according to the existing problems in the classroom: firstly,it is necessary to increase the effectiveness of teachers’ classroom questions.Teachers should elaborately design problems before class;clarify the purpose of classroom questions;standardize their own answering behaviors in the classroom;give students enough time to answer questions,and make timely and reasonable feedback evaluations for students’ answers.Secondly,improve students’ enthusiasm of questions and answers in the classroom,encourages students to actively participate in classroom activities and enhance their independent learning ability.Thirdly,establish a harmonious teacher-student relationship,eliminate students’ boredom in learning English,and ensure they are the real masters of the classroom.