A Comparative Study On Classroom Questioning Between Novice Teachers And Experienced Teachers In Junior Middle School

Classroom questioning is a bridge for teacher-student communication in classroom teaching,which is the main way to promote teacher-student emotional communication and cultivate students’ thinking ability,and is also an important source of comprehensible input for learners.Therefore,effective classroom questioning is very important to the development of teachers and students,and the research on teachers’classroom questioning is also of great significance to teaching.However,the author found from the literature that the domestic research on teachers’ classroom questioning is mostly concentrated in college and high school English classrooms,and there are relatively few comparative studies on junior high school English teachers’ classroom questioning.Therefore,the author has carried out a comparative study of novice teachers and skilled teachers in classroom questioning behavior,mainly from three aspects:the teacher’s preparation before classroom questioning,the questioning process and the reflection after the questioning.The author will compare and study the similarities and differences in questioning and analyze the reasons for these differences.This research adopts classroom observation method and interview method.Through the investigation and research of 4 English teachers in Jingzhou Experimental Middle School,it aims to study the following questions:1.What are the differences between novice teachers and experienced teachers in preparation for questioning,questioning process and reflection after questioning?2.What are the reasons for the differences between novice teachers and experienced teachers in classroom questioning?Survey results show:1.In terms of preparation before classroom questioning,experienced teachers are more familiar with textbooks and students than novice teachers.2.In the questioning process,the author conducts comparative research from five aspects.In terms of questioning types,the questions of the two types of teachers are mainly presentational;in terms of questioning strategies,experienced teachers use more prompting strategies than novice teachers,while novice teachers use repetition and explanation to make the questioning more clear;in terms of waiting time,experienced teachers give students longer thinking time,but the two types of teachers still need to appropriately extend the waiting time;in terms of answering methods,experienced teachers mainly answer voluntarily,and novice teachers mainly answer collectively;in terms of teacher feedback,both types of teachers focus on positive feedback,but the feedback language of experienced teachers is richer.3.In terms of reflection after questioning,both types of teachers need to increase the frequency and depth of reflection after class.Based on the above research conclusions,according to the results of classroom observations and interviews,the author analyzed the reasons for the differences between the two types of teachers in classroom questioning,it mainly included three aspects:teaching experience;differences in teaching concepts;differences in mentality caused by differences in life experience.What’s more,the author puts forward some corresponding suggestions for junior high school English novice teachers from the three courses,before class,in class and after class.