AStudyonQuestioningStrategiesofHighSchoolEnglish.docx

AStudyonQuestioningStrategiesofHighSchoolEnglish.docx

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AStudyonQuestioningStrategiesofHighSchoolEnglish

AStudyonQuestioningStrategiesofHighSchoolEnglishTeacher

Introduction

Questioningisveryimportantinteaching.Teachersoftenaskquestionsinclassduringthelecture.Butatpresentmoststudentsdon’tanswerthequestionsactively.Thisdecreasestheefficiencyofteachingandlearning.Itevencannotmakestudentsandteachersexchangetheirideaeachother.Thereforeteachersneedtoexplorethequestioningstrategiesactively.Inessence,classroomteachingislinguisticteaching.Englishclassisaplacethatisfulloflanguagesymbols.Itisacommunicationplatformbetweenteachersandstudents.AndquestionsarethemostimportantlanguagesymbolinEnglishclass.Questioningisoneofthemostimportantform.Andthequestioningisthemostimportantcarrierofclasslanguage.Classquestioningreferstotheprocessthatteachersraisedthequestionsaccordingtotheteachingcontentsattheappropriatetimeinthelecture.Thesequestionswillguidestudentstothinktheanswersactively.InhighschoolEnglishclass,studentsalreadyhaveacertainabilitytoexpressthemselvesinEnglish.Therefore,goodquestionsfromteacherscanhelpstudentstoparticipateincommunication.Italsodevelopsstudents’abilityofusingEnglishandthemodeofthinking.Howeverthemostofteachersstilllackquestioningstrategies.Andsomeofthequestionsraisedbyteachersstillhavetheproblemsthatrestrainedthestudents’abilityofthinking.Itignorestheenthusiasmofstudents’learning.Itevenmakesstudentstakeapassivelearningapproach.Therefore,theauthordiscussesthestrategiesofaskingquestionsinhighschoolEnglishclassfromthreeaspects:

questiontypes,questionlanguageandanswermethods.ThispaperanalyzestheproblemsexistinginEnglishclassroomquestioningfromfouraspects:

planningstrategy,problemdesigningstrategy,controlstrategyandevaluationstrategy,andputsforwardsomesuggestionsbasedonthesefourstrategies.

I.ProblemsexistingincurrenthighschoolEnglishteachers’questioningstrategies

NewCurriculumStandardsmadeclearthatEnglishisamajorsubjectinhighschoolforeignlanguageeducation.Englisheducationcanhelpstudentslearnanewlanguage.Itcanhelpstudentsjointheinternationalcommunityinthefuture.Andithelpsstudentsdeveloptheirknowledgeandsurvivewellinthefuture.Italsomeetsourcountry’sdemandfortalentscultivation.Soithasextremelyimportantculturalandsocialsignificance.Itrequiresstudentstoimprovetheirskillsinlistening,speaking,readingandwritingthroughlearning.Anditfocusesoncultivatingstudents’comprehensivelanguageapplicationability（GeBingFang,2000）.Meanwhile,italsopaysattentiontostudents’ideologicaldevelopment,andimprovesstudents’cultivationandpromotesstudents’continuousdevelopment.Atthesametime,thisdocumentalsorequiresteacherstouseteachingmaterialsproperly.Italsorequiresteacherstoreplaceteachingcontentreasonablyintheteachingprocess.Andteachersshouldexpandteachingcontentandadjustteachingorderappropriately.Teachersshouldalwaysadjustteachingmethodsappropriately.Insumpup,teachersshouldteachaccordingtheactualconditions.NowhighschoolEnglishteachersarealsomakingunremittingeffortstoimprovetheirteachingmethods.Althoughteachershavegreatlyimprovedtheirteachingmethods,therearestillmanyproblemsintheprocessofaskingquestionsinclass.

A.Problemswiththecontentofquestions

Ineveryclassteaching,therewillbecorrespondingknowledgedifficultiesandkeypoints,sotheteachershouldtakethequestionsaboutthedifficultiesandkeyknowledgeasthecoreofthequestionswhendesigningthecontentofthequestions.Butatpresentmostteachershavenohabitofelaboratingquestionsbeforeclass.Theyonlydesignsomesimplequestionstoaskinclass.Questionsthatarenotcarefullypreparedbyteachersgenerallylackpurpose,directionandfocus.Andmostteachersusuallyaskthesamequestionoverandoveragainorthecontentofthequestionisoftentoosimpleorevenirrelevant.Thesequestionsaregenerallymeaningless.

i.Lackingpurposeanddirectivity

Intheclassquestioning,thecontentofthequestionsmusthavetheemphasis.Thereshouldbeamediumdifficultyinthesequestions.Ofcourse,thesequestionsshouldalsohelpstudentsimprovetheirthinkingabilities.However,intheclassroomteachingtherearemanyambiguousquestions.Whendesigningclassroomquestions,teachersoftenignorethekeypointsofclasscontentsandonlydesignquestionswithlimitations.Thiswillcausestudentstomissthepointafterclass.Suchquestionswithoutpurposeanddirectivitywillincreasetheconfusioninstudents’minds,whichisnotconducivetostudents’learninganddevelopment.

ii.Lackingvalue

Mostteachersoftenrepeatedlyaskedthesamequestionduringlecturesbecauseofnervousnessorcarelessness.Theteacherhadnoideathatsuchrepeatedquestionswerenotonlyworthless,butwouldactuallybringpressuretothestudents.Theresultofthisisthatstudentsareoftenataloss.Itaffectsstudents’thinkingandmakesthemunabletofindtheanswerquickly.Iteventuallyresultsinteachersnotbeingabletocompletetheteachingtasksontime.Inordertoincreasestudents’enthusiasminclassparticipationortocompletetheteachingplan,mostteachersdesignsimpleandeasyanswerstoquestions.Suchquestionshavelittlemeaningandnovalueintheclass.

B.Problemswiththenumberofquestionedstudentsandthewaitingtime

Mostteachersdonotpayattentiontotheformofquestioningandignorehowtoaskquestionstoinvolveasmanystudentsintotheclassactivityaspossible.Inthecurrentexam-orientededucationinhighschools,mostEnglishteachersonlyaskgoodstudents,oruseaperfunctorywaytoasktocatchupwiththerateofprogress.Thiskindofquestionsisnotusefulformostofthestudents.

i.Askingafewstudents

ManyEnglishteachersaremoreinclinedtoaskthesamegroupofstudents.Ontheonehand,thesestudentshaveagoodcommandofEnglish.Ontheotherhand,thesestudentsareverypositive.Inthelongterm,theclasshasbecometheclassofsomestudents.AndforthosestudentswithpoorEnglishskillsorintrovertedstudents,theparticipationintheclassisnotstrong.Sothereislessinteractionwithteachersandtheywillignorethelearningofthesestudentsinevitably.Therefore,somestudentsonlyacceptblindlyratherthanthinkactivelyinEnglishclass.Evenforsomestudents,Englishhasbecomeanoptionalcourse.Teachersdonotpayattentiontotheminclass.SotheywilllearnothercoursesinEnglishclassorbeabsent-minded.Itisnotconducivetothedevelopmentofstudents.

ii.Presentinganswerswithoutwaitingtime

Atpresent,theclassroomteachingtaskisheavy,andmostteacherswilluseslidesinclass,andtheclassroomquestionswillbeshownintheslidesaccordingly.However,teachersaregenerallyinahurry.Soassoonasthequestionsarepresented,teacherswillpresenttheanswerstostudentsatthesametime,withoutgivingstudentstimetothink.Inaddition,someteacherswillaskanotheronetoanswerorpresenttheanswertoeveryoneimmediatelyonceoneofthemdoesnotknowtherightanswer,orsometeachersaskquestionsandleteveryoneanswerthem.Inthisway,thestudentswithquickresponsecananswerimmediately,whilethestudentswithslowresponsewillfollowthestudentswithquickresponseandanswerwithoutthinking,whichalsofailstoachievethepurposeofaskingquestions.

C.Problemswithteachersthemselves

Mostofthecurrentteachersarehighlyeducatedgraduates.Theyfocusontheirprofessionalknowledgeandusuallyignorethelearningteachingexperiencefromexperiencedteachers.

i.Payingnotenoughattentiontoquestioning

Inclassroomteaching,teachersoftenpayattentiontoteachtheknowledge.Theyusuallyignorethecultivationofstudents’languageorganizationabilityandthinkingability.Therefore,teachersdonotvalueclassroomquestioninganddonotaccumulatetheskillofaskingquestionsinclass.Inclassteaching,teachersoftencatchupwiththerateofprogress,sotheydonotpreparequestionsforclassseriously.Inthemindsofmostteachers,instillingknowledgeofEnglishintochildrenisthemostimportant.

ii.Havingnotenoughquestioningstrategies

Nowadays,thereisnospecialinstitutiontopopularizetheclassroomquestioningstrategytoteachers,soquiteafewteachershavelittleornoknowledgeoftheclassroomquestioningstrategyoreventhequestioningskills.Evenexperiencedteacherswhohavemasteredsomeofthequestioningtechniquesoftendon'tusethem,sometimesusingtacticsthatcanbackfire.

II.StrategiesforaskingquestionsinEnglishclass

LanguageacquisitionoccursonlywhenlearnersarecontactedthecomprehensiblelanguageinputaccordingtoKrashen’s（1982）InputHypothesis.Therefore,learnersshouldpracticeusingthelanguagesymbolsasmuchaspossibleinlanguageteaching.Theteacher'squestionisalsoakindoflanguageinput.Soitsroleinlanguageteachingshouldbeemphasized.InthemodernChineselexicon,‘strategy’hastwomeanings:

oneisacodeofconductformulatedaccordingtothedevelopmentofthesituation.Theotherisageneraltermreferringtotheflexibleuseoffightingmethodsandmethodsappropriatetothesituationatthattime.Theso-calledclassroomquestioningstrategyreferstothemethodsandtechniquesthatcanpromotetheeffectivenessofquestioninginclassroomteaching.Classroomquestioningisveryimportantsteptoorganizeteachingcontent.Andtheeffectiveness