A Study Of Distinguished English Teacher’s Classroom Questioning And Feedback In High School Driven By Thinking

Teachers’ classroom discourse,as a main medium,implements classroom teaching and conveys teachers’ information and ideas.Many factors such as the quality of teachers’ classroom discourse,the strategies of questioning and the way of feedback would contribute to students’ learning and cognitive level.In the English classroom of middle school in our country,however,due to the academic pressure,most teachers’ classroom discourse lacks standardization and effectiveness,ignoring the influence of teachers’ classroom discourse on the development of students’ thinking ability.Therefore,it is particularly essential to study teachers’ classroom discourse.It is not only the internal requirement of optimizing teaching,but also the realistic need of core accomplishment reform of basic education in China.Based on the Input-output Hypothesis Theory and Zone of Proximal Development Theory,this study adopted the method of classroom observation as well as interview to make a research on the reading class of eight distinguished teachers from different senior high school in this city,which focused on teachers’ classroom questioning and feedback.This paper explored two questions: What are the common characteristics of distinguished English teachers’ questioning and feedback in promoting the development of students’ thinking ability in middle school ?What kind of thinking ability has been promoted by classroom questioning and feedback of distinguished English teachers in middle school?The research shows that distinguished English teachers in middle school present the following common characteristics in questioning and feedback.Firstly,questions are asked skilfully with layers of difficulty,answers are allowed by students with sufficient time.Therefore,it is evident to promote student’s involvement.Secondly,distinguished teachers tend to use positive verbal feedback towards their students through constantly inspiring and reasking.Thirdly,distinguished teachers enable students to analyze,integrate,transfer the text and form their logical thinking,innovative thinking and critical thinking with questioning and feedback.Certainly,this study has some defects and deficiencies due to the restriction ofobjective conditions.But it provides a new way of thinking for English teachers’ professional development.