AStudyonQuestioningStrategiesofHighSchoolEnglish.docx

1、AStudyonQuestioningStrategiesofHighSchoolEnglish A Study on Questioning Strategies of High School English TeacherIntroductionQuestioning is very important in teaching. Teachers often ask questions in class during the lecture. But at present most students dont answer the questions actively. This decr

2、eases the efficiency of teaching and learning. It even cannot make students and teachers exchange their idea each other. Therefore teachers need to explore the questioning strategies actively. In essence, classroom teaching is linguistic teaching. English class is a place that is full of language sy

3、mbols. It is a communication platform between teachers and students. And questions are the most important language symbol in English class. Questioning is one of the most important form. And the questioning is the most important carrier of class language. Class questioning refers to the process that

4、 teachers raised the questions according to the teaching contents at the appropriate time in the lecture. These questions will guide students to think the answers actively. In high school English class, students already have a certain ability to express themselves in English. Therefore, good questio

5、ns from teachers can help students to participate in communication. It also develops students ability of using English and the mode of thinking. However the most of teachers still lack questioning strategies. And some of the questions raised by teachers still have the problems that restrained the st

6、udents ability of thinking. It ignores the enthusiasm of students learning. It even makes students take a passive learning approach. Therefore, the author discusses the strategies of asking questions in high school English class from three aspects: question types, question language and answer method

7、s. This paper analyzes the problems existing in English classroom questioning from four aspects: planning strategy, problem designing strategy, control strategy and evaluation strategy, and puts forward some suggestions based on these four strategies.I. Problems existing in current high school Engli

8、sh teachers questioning strategies New Curriculum Standards made clear that English is a major subject in high school foreign language education. English education can help students learn a new language. It can help students join the international community in the future. And it helps students devel

9、op their knowledge and survive well in the future. It also meets our countrys demand for talents cultivation. So it has extremely important cultural and social significance. It requires students to improve their skills in listening, speaking, reading and writing through learning. And it focuses on c

10、ultivating students comprehensive language application ability (Ge Bing Fang, 2000). Meanwhile, it also pays attention to students ideological development, and improves students cultivation and promotes students continuous development. At the same time, this document also requires teachers to use te

11、aching materials properly. It also requires teachers to replace teaching content reasonably in the teaching process. And teachers should expand teaching content and adjust teaching order appropriately. Teachers should always adjust teaching methods appropriately. In sump up, teachers should teach ac

12、cording the actual conditions. Now high school English teachers are also making unremitting efforts to improve their teaching methods. Although teachers have greatly improved their teaching methods, there are still many problems in the process of asking questions in class.A. Problems with the conten

13、t of questionsIn every class teaching, there will be corresponding knowledge difficulties and key points, so the teacher should take the questions about the difficulties and key knowledge as the core of the questions when designing the content of the questions. But at present most teachers have no h

14、abit of elaborating questions before class. They only design some simple questions to ask in class. Questions that are not carefully prepared by teachers generally lack purpose, direction and focus. And most teachers usually ask the same question over and over again or the content of the question is

15、 often too simple or even irrelevant. These questions are generally meaningless.i. Lacking purpose and directivityIn the class questioning, the content of the questions must have the emphasis. There should be a medium difficulty in these questions. Of course, these questions should also help student

16、s improve their thinking abilities. However, in the classroom teaching there are many ambiguous questions. When designing classroom questions, teachers often ignore the key points of class contents and only design questions with limitations. This will cause students to miss the point after class. Su

17、ch questions without purpose and directivity will increase the confusion in students minds, which is not conducive to students learning and development.ii. Lacking valueMost teachers often repeatedly asked the same question during lectures because of nervousness or carelessness. The teacher had no i

18、dea that such repeated questions were not only worthless, but would actually bring pressure to the students. The result of this is that students are often at a loss. It affects students thinking and makes them unable to find the answer quickly. It eventually results in teachers not being able to com

19、plete the teaching tasks on time. In order to increase students enthusiasm in class participation or to complete the teaching plan, most teachers design simple and easy answers to questions. Such questions have little meaning and no value in the class.B. Problems with the number of questioned studen

20、ts and the waiting timeMost teachers do not pay attention to the form of questioning and ignore how to ask questions to involve as many students into the class activity as possible. In the current exam-oriented education in high schools, most English teachers only ask good students, or use a perfunc

21、tory way to ask to catch up with the rate of progress. This kind of questions is not useful for most of the students.i. Asking a few studentsMany English teachers are more inclined to ask the same group of students. On the one hand, these students have a good command of English. On the other hand, t

22、hese students are very positive. In the long term, the class has become the class of some students. And for those students with poor English skills or introverted students, the participation in the class is not strong. So there is less interaction with teachers and they will ignore the learning of t

23、hese students inevitably. Therefore, some students only accept blindly rather than think actively in English class. Even for some students, English has become an optional course. Teachers do not pay attention to them in class. So they will learn other courses in English class or be absent-minded. It

24、 is not conducive to the development of students.ii. Presenting answers without waiting timeAt present, the classroom teaching task is heavy, and most teachers will use slides in class, and the classroom questions will be shown in the slides accordingly. However, teachers are generally in a hurry. S

25、o as soon as the questions are presented, teachers will present the answers to students at the same time, without giving students time to think. In addition, some teachers will ask another one to answer or present the answer to everyone immediately once one of them does not know the right answer, or

26、 some teachers ask questions and let everyone answer them. In this way, the students with quick response can answer immediately, while the students with slow response will follow the students with quick response and answer without thinking, which also fails to achieve the purpose of asking questions

27、. C. Problems with teachers themselvesMost of the current teachers are highly educated graduates. They focus on their professional knowledge and usually ignore the learning teaching experience from experienced teachers. i. Paying not enough attention to questioningIn classroom teaching, teachers oft

28、en pay attention to teach the knowledge. They usually ignore the cultivation of students language organization ability and thinking ability. Therefore, teachers do not value classroom questioning and do not accumulate the skill of asking questions in class. In class teaching, teachers often catch up

29、 with the rate of progress, so they do not prepare questions for class seriously. In the minds of most teachers, instilling knowledge of English into children is the most important.ii. Having not enough questioning strategiesNowadays, there is no special institution to popularize the classroom quest

30、ioning strategy to teachers, so quite a few teachers have little or no knowledge of the classroom questioning strategy or even the questioning skills. Even experienced teachers who have mastered some of the questioning techniques often dont use them, sometimes using tactics that can backfire.II. Str

31、ategies for asking questions in English classLanguage acquisition occurs only when learners are contacted the comprehensible language input according to Krashens (1982) Input Hypothesis. Therefore, learners should practice using the language symbols as much as possible in language teaching. The teac

32、hers question is also a kind of language input. So its role in language teaching should be emphasized. In the modern Chinese lexicon, strategy has two meanings: one is a code of conduct formulated according to the development of the situation. The other is a general term referring to the flexible us

33、e of fighting methods and methods appropriate to the situation at that time. The so-called classroom questioning strategy refers to the methods and techniques that can promote the effectiveness of questioning in classroom teaching. Classroom questioning is very important step to organize teaching content. And the effectiveness