A Survey Of Classroom Questioning In Senior High School English Reading Class Based On Core Competencies

English Curriculum Standards for General High Schools(2020)clearly points out that the main goal of English teaching in senior high schools is to cultivate students’ core competencies,which should be taken as a starting point to promote the curriculum reform in senior high schools.In the process of English reading teaching in senior high school,classroom questioning is an extensive teaching art of setting questions,arousing interest and thinking.High-quality classroom questioning can not only attract more students to actively participate in the classroom,but also help them better understand the text.Therefore,the author conducts a survey and research on teachers’ questioning in senior high school English reading class,which is very important for improving the quality of senior high school English reading class.Based on core competencies of English in senior high schools,the author takes Nanning ASEAN High School as an example and tries to research the following questions:(1)What is the overall situation of classroom questioning in English reading teaching in senior high school?(2)What are the problems of classroom questioning in English reading teaching in senior high school?(3)How to solve the problems of classroom questioning in English reading teaching in senior high school?Firstly,this research conducted a questionnaire survey on 89 students of Nanning ASEAN High School,and the data was sorted and analyzed by SPSS 26.0 software.Secondly,the author attended 20 lectures for five English teachers,and made statistics and research on related issues.Finally,the author interviewed these five teachers,in order to understand their ideological basis of cultivating students’ core competencies,to have a more comprehensive and detailed understanding of the present situation and existing problems of teachers’ questioning in reading class.According to the research results,the author draws the following conclusions:(1)English teachers’ questions in reading class are unevenly distributed.English teachers’ language for asking questions in reading class is clear.The questions asked in class are moderately difficult.Teachers’ feedback on students’ answers to questions is positive.All these reflect that senior high school English teachers have a certain understanding of English core competencies,but the training of students’ core competencies is weak in the design of classroom questioning.(2)The existing problems in classroom questioning: Low-level cognitive problems account for a large proportion,which limits the cultivation of students’ thinking capacity.The weak correlation between the problems in reading class is not conducive to the cultivation of students’ learning ability.The waiting time for students to answer questions is too short.Teachers lack the awareness of creating contexts suitable for questioning,and they neglect to cultivate students’ language ability and cultural awareness.According to the present situation and the problems of classroom questioning,the author puts forward the following strategies: Questions setting should be graded to guide students to analyze independently.The purpose of questioning and related questions should be determined.Teaching hours and classroom time should be arranged reasonably.In additionally,teachers should create a relaxed learning atmosphere for students.This will improve students’ core competencies,enhance the quality of teachers’ questioning,and further teachers’ professional development.