uestioningStrategiesofHighSchoolEnglishTeacher论文降重修改

1、 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 decreases the efficiency of teaching and learning. I

2、t 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 symbols. It is a communication platform between te

3、achers 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 teachers raised the questions according to the

4、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 questions from teachers can help students to participat

5、e 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 students ability of thinking. It ignores the enthu

6、siasm 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 methods. This paper analyzes the problems existing in

7、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 English teachers questioning strategies New Curriculu

8、m 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 develop their knowledge and survive well in the futur

9、e. 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 cultivating students comprehensive language appli

10、cation 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 teaching materials properly. It also requires teac

11、hers 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 according the actual conditions. Now high school E

12、nglish 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 content of questionsIn every class teaching, there wil

13、l 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 habit of elaborating questions before class. They

14、 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 often too simple or even irrelevant. These ques

15、tions 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 students improve their thinking abilities. However, in

16、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. Such questions without purpose and directivity wil

17、l 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 idea that such repeated questions were not only w

18、orthless, 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 complete the teaching tasks on time. In order to in

19、crease 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 students and the waiting timeMost teachers do not pay

20、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 perfunctory way to ask to catch up with the rate of pro

21、gress. 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, these students are very positive. In the long ter

22、m, 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 these students inevitably. Therefore, some studen

23、ts 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 is not conducive to the development of students

24、.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. So as soon as the questions are presented, teache

25、rs 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 some teachers ask questions and let everyone an

26、swer 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. C. Problems with teachers themselvesMost of th

27、e 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 often pay attention to teach the knowledge. They us

28、ually 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 with the rate of progress, so they do not prepa

29、re 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 questioning strategy to teachers, so quite a few teac

30、hers 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. Strategies for asking questions in English classLan

31、guage 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 teachers question is also a kind of language input.

32、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 use of fighting methods and methods appropriate to

33、 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 of classroom questi

34、oning can determine whether students master the content of classroom teaching. If the teacher has a lot of questioning skills in the class, then there will be a high efficiency. A good classroom question can make students focus on the thinking quickly. It also can stimulate students interests in lea

35、rning. And then it can enable students to involve in creative thinking. A good classroom question can help students think deeply. And it can enable teachers to get faster feedback for students oral English level. It is useful for teachers to adjust their teaching focus. It is also helpful for teache

36、r to strengthen the weak links of students. It is good for teachers to achieve the teaching goal. Therefore using the classroom questioning strategy is particularly important in classroom teaching. Professor Wang Du Qin (2002: 11), an English linguist, divides classroom questioning strategy into fou

37、r steps, including preparation, questioning, students organizing answers and teachers providing feedback. Therefore, classroom questioning strategy can be divided into four parts, including planning strategy, question designing strategy, control strategy and evaluation strategy (Wang Du Qin, 2002: 1

38、1). This section covers the details of these four strategies.A. Planning strategyFor different types of English classroom teaching, teachers need to prepare a variety of questions to ensure effective classroom questioning. In the absence of planned classroom questioning, although most teachers can a

39、sk questions proficiently, English teaching is different from Chinese teaching in that teachers need to organize the language in their minds before asking questions. In the process of organizing the language, grammatical errors and logical errors of the language cannot be avoided. Therefore, in the

40、course preparation, teachers need to make planned preparations according to different types of classroom teaching content. The question planning stage includes the following steps. The first one is confirming the purpose of the questioning. There are some distinctions about the teaching objectives.

41、Different teaching objectives need to have matching questioning objectives. Different goals mean different types of questions. Questions are also asked in a different logical order. The techniques used to ask questions are also different. Therefore, the confirmation of the purpose of questioning is

42、the premise of all teaching activities.The second one is choosing questions. What students learn in class mainly comes from the answers to the questions asked by the teacher. Therefore, the questions asked by teachers need to make sense in students. Teachers shouldnt use simple questions to activate

43、 the classroom atmosphere. It will mislead the students if the questions asked by teachers are not related to the content of the class.The third one is organizing the question properly. In organizing the content of the question, you should avoid giving too simple an answer. Questions should be open-

44、ended. It can cause any discussion among the students.The next one is anticipating possible questions. In making the plan, teachers should predict the possible reaction of the students after raising the question. Then teachers should come up with corresponding solutions to avoid embarrassment in cla

45、ss.B. Designing strategyTeachers should design a variety of questions. And the questions should be accepted by all of students. So teachers should design questions by heart. The quality of the questions affects the quality of a class directly. So the good questions have some requirements as follows.

46、The first one is simplifying. The language requirement is brief, using familiar vocabulary and syntax.The second one is adjusting. Adjust the difficulty of the questions. The difficulty of the questions should be adapted to students learning ability.The third one is enlightening the mind. Teachers s

47、hould not only teach students knowledge. There is the more important thing should be done. Teachers should concern about the development of students thinking ability. And teachers should let students learn the process of thinking. Teachers shouldnt require students to memorize the knowledge points.

48、So the content of the questions should be mostly enlightening. The fourth one is designing challenging questions. Questions should not be too simple. For students with strong learning ability, only challenging questions can stimulate students potential. If students answer correctly, it will enhance

49、students self-confidence greatly.The fifth one is designing continuous questions. Teachers would prepare the other same questions if students first answer is not perfect. And teachers also can give appropriate hints to students. Then teachers can guide students to make a correct answer step by step.

50、 If the students answers are perfect, the teacher should go deeper into the core of the question on the basis of the students answers. This can make students think more deeply. So the questions can continue and avoid the students only participating in the one-time question and answer.The next one is

51、 designing student-related questions. If the question involves the topic that the student is interested in or is closed to the students life, then the students enthusiasm will be stimulated and the participation will be enhanced.C. Control strategyControl strategy is very important for teachers. Tea

52、chers can improve classroom efficiency by controlling. And teachers can grasp the students learning status by controlling. The control strategy includes some points as follows.The first one is sorting. The questions should be logical. Teachers should ask simple questions at first. Then they can ask

53、difficult questions. And the types of questions should be from closed questions to open questions, and convergent questions to divergent questions (Wang Du Qin, 2002: 12). This arrangement is hierarchical and helps to improve students thinking ability.The second one is calling students names after t

54、he questions. First teachers raised the question. And teachers should give students some time to think. Finally teachers ask the students to answer the questions.The third one is calling non-volunteers. Some students are shyer. Some students are more easily distracted. And some students are playing

55、tricks. And it can help to give shy students the opportunity to answer the questions. It also can call back to the wandering students and avoid some students disrupting the classroom. So the classroom teaching will become smooth. It also has an important mean which can encourage students to answer t

56、he question in class.The fourth one is transferring. When the person is unable to answer the question, he can ask the next student to answer the question or give the first student time to think.The fifth one is Induction. The teacher shall induce and give hints to students who cannot answer the ques

57、tions.The sixth one is increasing waiting time. Teachers should increase 2-3 minutes to wait the students answer. It makes more students answer the questions actively. The result is that the content of students answers will be richer (Rowe, 1974).The seventh one is paying attention to all aspects. T

58、eachers should pay attention to all aspects. And teachers should face the all students.The next one is transformation. Teachers should change their way of asking. And teachers should give students a sense of novelty.D. Assessment strategyAssessment is the most important part of teaching. Teachers ca

59、n make students gain confidence by give students some feedback. So the study summarized the assessments strategies as follows. The first one is praising. All the students who integrate into the classroom should be praised by the teachers. And praise can give students confidence. And it also can increase their learning enthusiasm. The second one is encouraging. Teachers should encourage students to say something if they remain silent. Teachers should no