A Study Of Class Questions Between Novice Teachers And Skilled Teachers

Junior high school English has not only undertaken primary school English,but also paved the way for high school English.Among them,questioning plays a very important role in junior high school English teaching.The effectiveness of classroom questioning enables teachers to constantly improve themselves in daily life and classroom teaching,and stimulate students’ creativity when asking questions through explanation,so as to make the questions not simple and complex,and pay more attention to the use of questioning skills to improve the quality of teaching.Therefore,it is of great practical significance to study teachers’ classroom questioning.But so far,most of the research on classroom questioning at home and abroad is mainly theoretical research,and the empirical research on classroom questions of junior high school English teachers is relatively few.In the group of teachers,novice teachers and skilled teachers have their own advantages and disadvantages in the process of classroom questioning.Therefore,based on the core English literacy,this study mainly focuses on novice teachers who have been employed for less than three years and professional proficient teachers who have been employed for more than eight years when selecting the research objects.The purpose of this study is to find out the differences in the types of questioning,strategies,feedback and effectiveness between skilled novice teachers and professional proficient teachers through a comparative study of classroom questioning.It provides practical experience for both kinds of teachers.Choose the good ones and follow them,and change the bad ones to improve their classroom efficiency.Based on the interaction hypothesis,effective teaching theory and the theory of the area of proximal development,this research selects two professional English teachers and two novice teachers from a middle school in Liangjiang New District of Chongqing as the key research objects,and uses the classroom observation method and interview method,combined with the collection and research of investigation materials.Starting from the four dimensions of question type,question strategy,classroom feedback and question effectiveness,this paper tries to explore the following two research questions:(1)What are the differences between novice teachers and skilled teachers in question type,strategy and feedback?(2)What are the differences between novice teachers and skilled teachers in the effectiveness of questioning?According to the teaching investigation and interview data,the survey results show that:(1)In terms of the types of classroom questions,both of them are more inclined to raise low-level questions,such as memory questions and classroom understanding questions.However,competent teachers asked more high-level questions than novice teachers.The problem design of professional competent teachers can guide students to think more advanced and stimulate more language output of students.Novice teachers pay more attention to the consolidation of textbook basic knowledge.(2)In terms of classroom questioning strategies,they are mainly manifested in the difference between the calling method and the waiting time.In terms of waiting time,both tend to wait less than three seconds for an answer when asking a low-level question.When it comes to high-level questions,competent teachers leave more than 7 seconds of high-level questions,have a higher problem setting rate,and are more skilled in time allocation.(3)Both teachers tend to give positive feedback to protect students’ confidence and self-esteem.When giving verbal feedback,repetition was the most common method in class,and the practice teachers corrected less frequently than the novice teachers.(4)In terms of the effectiveness of questioning,there is little difference between the two in the completion of teaching objectives.In terms of the participation of students’ feedback,the professional teacher can improve the participation of students more,while the novice teacher’s classroom,student participation and language output is relatively small.Finally,the paper puts forward some suggestions on the implementation of classroom questioning for junior high school novices and business intensive English teachers:(1)Advocating collective lesson preparation within the group,integrating unit themes,designing hierarchical questions and emphasizing the diversity of questioning.(2)Actively build "excellent teacher" classroom,promote the integration of "teaching,learning and evaluation",and promote teaching through evaluation.Leave enough waiting time and expand students’ participation in class through reasonable calling.(3)Strengthen the study and research of teacher feedback,improve the feedback level of novice teachers and professional teachers,and try to make effective feedback.