Abstract
Einstein claimed that asking a question is more important than solving a problem. Students are asked various questions every day raised by teachers and classroom questioning runs through the whole teaching process. As the saying goes, one who is good at teaching should be good at asking as well. For teachers, effective questioning can help students inspire their thinking ability and create active atmosphere. For students, it can help them better grasp knowledge as well as skills. Furthermore, it can connect old knowledge with the new one and consolidate them without delay. The harmonious development between students and teachers can be well promoted at the same time. However, there are still many problems in English classroom questioning. This paper analyzes the present situation and explores the features of effective classroom questioning. After clarifying significant functions of questioning, it puts forward some useful strategies to optimize classroom questioning: 1) Planning Strategies; 2) Process Strategies; 3) Adjusting Strategies; 4) Feedback Strategies. This paper aims at providing assistance for English teachers’ classroom questioning in junior high school.
Keywords: English classroom; effective learning; questioning strategies
Contents
Abstract
摘要
1.Introduction1
2.Literature Review1
2.1 Definition of classroom questioning.1
2.2 Previous studies on classroom questioning.2
3.Current Problems of English Classroom Questioning 5
3.1 Out-dated idea of classroom questioning6
3.2 Inferior quality of classroom questioning.6
3.3 Terrible manner of classroom questioning7
4.Features and Functions of Effective Classroom Questioning .7
4.1 Features of effective classroom questioning.7
4.2 Functions of effective classroom questioning 8
5.Strategies of Classroom Questioning 10
5.1 Planning strategies10
5.2 Process strategies.11
5.3 Adjusting strategies.12
5.4 Feedback strategies.14
6.Conclusion14
Works Cited.16
