Reach On Effective Classroom Questioning Of English Teachers In Primary School

The new curriculum reform requires to improve the effectiveness of classroom teaching,and American scholar Stevens also made it clear in the study of classroom questioning that classroom questioning is the core of effective teaching.It can be seen that classroom questioning,as an important part of classroom teaching,plays an important role in improving the effectiveness of classroom teaching.Teachers’ effective classroom questioning can stimulate students’ interest in learning,stimulate students’ participation in the classroom,and cultivate students’ thinking ability.Therefore,this study focuses on the effectiveness of classroom questioning by primary school English teachers.This paper studies the effectiveness of classroom questioning of four English teachers in grade six of Z primary school from four aspects: the type of classroom questioning,the call and answer of classroom questioning,the waiting time after classroom questioning and the feedback after classroom questioning.Through the use of questionnaires for students,classroom observation of teachers and classroom talk after class,it is found that there are the following problems in the classroom questioning of primary school English teachers at this stage: first,teachers can realize the importance of classroom questioning but lack of awareness of the effectiveness of classroom questioning;second,the type of classroom questioning is single,mostly simple questions;third,questioning is called answering right It seems to be biased and can’t take into account the whole class;fourth,the way of asking and answering is single,most of which is to ask the students to raise their hands to answer after questioning;fifth,the waiting time for questioning is insufficient,with an average of about 1 second;sixth,the feedback of questioning is simple,mostly simple praise or encouragement.This paper analyzes the existing problems from two aspects: Teachers’ understanding of the effectiveness of questioning and teachers’ questioning skills and skills,and summarizes the reasons for the lack of effectiveness of classroom questioning.Teachers lack of understanding of the effectiveness of questioning: first,teachers’ own teaching quality is uneven;second,teachers’ lack of theoretical learning;lack of teachers’ questioning skills and skills: first,teachers’ questioning design preparation is not sufficient;second,teachers’ questioning process is not in place;third,teachers’ questioning feedback is not paid attention to.Finally,from the perspective of questions and attributions,this paper puts forward some strategies to improve the effectiveness of classroom questioning.Teachers’ understanding of the effectiveness of questioning: teachers should broaden their knowledge structure,strengthen the cognition and learning of the effectiveness of classroom questioning;teachers’ skills and skills of questioning: teachers should be fully prepared before questioning,and do a good job of questioning preset;teachers should strengthen classroom control in the process of questioning,face the whole class and extend the waiting time for questioning;teachers should strengthen classroom feedback after questioning,and grasp the classroom The leading role and diversity of feedback.