A Survey Of The Present Situation Of Classroom Questioning In English Textual Teaching In The Third Stage Of Primary School

The "English Curriculum Standards for Compulsory Education(2022 Edition)" requires that the design and implementation of English teaching in primary schools should be subject oriented and discourse based,ensuring that the process of language learning becomes the process of implementing students’ core literacy.Classroom questioning is one of the main means to uphold the concept of English learning activities and implement effective teaching,and its quality directly affects the effectiveness of discourse teaching.Therefore,exploring the current situation of classroom questioning in English discourse teaching in the third stage of primary school is of great significance for cultivating students’ core literacy and improving the quality of English discourse teaching in the third stage of primary school.Taking Shijiazhuang S Primary School as an example,this study selected students from the third stage of Shijiazhuang S Primary School and six English teachers as the subjects of investigation.Through questionnaires,interviews,and other research methods,starting from the types of classroom questioning questions in teacher discourse teaching,the difficulty and ease of classroom questioning questions,classroom questioning methods,classroom questioning objects,and classroom questioning strategies,aims to understand the problems existing in classroom questioning by teachers of English discourse teaching in the third stage of primary school and analyze the causes of the problems.The main problems are: the single type of classroom questioning,the difficulty and appropriateness of classroom questioning,the normalization trend of group questioning as the main method of classroom questioning,the uneven opportunities for students to accept classroom questioning,and the single classroom questioning strategy.The main reasons for the above problems are teachers’ insufficient understanding of classroom questioning in discourse teaching,lack of careful presupposition of classroom questioning issues before discourse teaching,low mastery of classroom questioning skills,inadequate reflection on classroom questioning,and lack of training related to classroom questioning in discourse teaching.Based on the analysis of the existing problems and their causes,this paper proposes optimization strategies for improving classroom questioning by English discourse teaching teachers in the third stage of primary school,including strengthening the understanding of classroom questioning in discourse teaching,careful presupposition of pre teaching questions in discourse teaching,improving the skills of classroom questioning in discourse teaching,emphasizing reflection on classroom questioning in discourse teaching,and optimizing the guarantee conditions for classroom questioning in discourse teaching.