A Comparative Study Of Questioning In Primary School English Picture Book Reading Class Based On English Core Literacy

English picture books have the irreplaceable advantages of traditional English textbooks in cultivating students’ language ability,thinking quality,cultural character and learning ability.At present,they are increasingly being used as high-quality English supplementary resources in primary school English teaching.However,in primary school English picture book reading classes,some teachers’ classroom questions are still blind,random,and lack of hierarchy due to lack of teaching experience and insufficient teaching preparation.As the most frequently used teaching method in class,classroom questioning directly affects the quality and efficiency of "teaching" and "learning".Therefore,classroom questioning is a key factor that affects the effect of picture book teaching and decides whether core literacy training can be implemented.This article intends to use literature analysis,classroom video observation and interview to focus on classroom questioning in primary school picture book reading teaching from the perspective of the cultivation of students’ English core literacy.According to actual needs and the principle of operability,the author appropriately modified Professor Hong Songzhou’s "Evaluation Standards for Effective Classroom Questioning",and constructed a primary school English picture book reading classroom effective questioning observation scale from the perspective of the core literacy of English subjects.After observing and analyzing open class records of 12 primary school English picture book reading(6 demonstration classes and 6 novice classes),the author summarized the similarities and dissimilarities and merits and demerits of demonstration teachers and novice teachers’ questioning in respect of the content,types,degree of difficulty,expression,and call-answer strategies.Finally,the questioning strategies for improving primary school English picture book reading classes were proposed from four aspects: language ability,thinking quality,cultural character,and learning ability.At the same time,it also put forward some reasonable suggestions for the professional development of novice teachers.