Questioning In The High School Language Classroom Under The Perspective Of The New Curriculum Research On Effectiveness

Asking questions is an important part of teaching and learning,and plays a vital role in the implementation of the lesson’s objectives and the completion of the teaching content.The teacher can keep track of the students’ knowledge in a question and answer session.As high school students face the pressure of further education,classroom time is very precious.How to let students acquire more knowledge within the limited classroom time and improve the efficiency of language classroom teaching has always been an important aspect of teachers’ teaching that cannot be ignored.With the official release of the General High School Language Curriculum Standards(2017 Edition 2020 Revision),the implementation of the core literacy and learning task clusters of language subjects has put forward higher requirements for classroom questioning,and also pointed out a new direction for research on the effectiveness of questioning in high school language classes.The current problems of questioning in high school language classes have become a major obstacle for high school language teachers to improve the efficiency of classroom teaching and implement the requirements of the new curriculum.Therefore,improving the effectiveness of language classroom teachers’ questioning is an important issue that needs to be addressed,and is a key step for high school language teachers to adapt to the new changes and meet the new requirements in the context of the new standards.The focus of this study is to take the high school curriculum standards as the guide and the high school language classroom as the carrier,analyse the problems of questioning in the high school language classroom at present,start from the macro level and start from the micro level,and put forward corresponding strategies in order to improve the effectiveness of language classroom questioning and provide reference for high school language teaching.This thesis is divided into three parts.The first part is the introduction,which includes the source of this study,the purpose and significance of the study,a summary and analysis of the current research results,as well as the research ideas and research methods.The second part is the body of the thesis,which consists of four chapters.The first chapter provides an overview of the effectiveness of questioning in the high school language classroom,explaining the concepts and theoretical foundations,classifying the four main types of classroom questioning,and finally introducing the five aspects of classroom questioning and constructing the evaluation criteria for the effectiveness of questioning in the high school language classroom.The second chapter designs questionnaires and classroom observation scales from both teachers’ and students’ perspectives according to the questioning effectiveness criteria,and collects first-line data through questionnaire and classroom observation methods,and collates,analyses and summarises them in order to understand the real situation of questioning effectiveness in high school language classrooms.Chapter 3identifies the existing problems in questioning in the senior secondary language classroom and analyses the reasons behind them from five aspects of questioning,including question setting,questioning,waiting for answer,calling for answer and reasoning.Chapter 4 proposes seven strategies to enhance the effectiveness of questioning in the high school language classroom,taking the principles of questioning in the high school language as an example,and elaborates on how to implement these strategies in specific teaching situations.Finally,the concluding section summarises the thesis and presents the shortcomings of the study and the prospects for future research.