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1、Investigation of the Classroom Questioning Patterns of Distinguished High School Teachers高中英语教师课堂提问研究Thesis Statement: Question development experience on the basis of in the analysis of English teaching, English teaching reform should improve the skills of contemporary Q from the optimization of Q a
2、s the primary means to start. The effectiveness of classroom questions and answers, not only truly effective teaching, student development, but also to cultivate students creative thinking, the key to the implementation of independent learning and inquiry learning. English teachers through the optim
3、ization of the important and difficult question this teaching means outstanding teaching, control of students as the main, teacher-led teaching direction, so that our high school English classroom teaching to cultivate students ability to use language the overall goals.Purpose and significance of st
4、udy: Questioning the effectiveness of English is one of the important subject of the current English curriculum reform. Questioning the efficiency and function of the pros and cons related to the quality of students can improve one of the important means of creative ability and innovative spirit to
5、develop as a core quality. I more than a year on classroom questioning behavior were observed and found that the English classroom questioning many problems, in varying degrees, affect the effectiveness of classroom teaching. Classroom discourse is an important aspect of the foreign language classro
6、om teaching and research. Teacher talk is not only a tool for teachers in the implementation of teaching programs, or students language input is an important source of teacher talk affect students language output. Questions in the teachers classroom discourse accounted for a very large proportion (L
7、even, & Long, 1987), is one of the main teaching strategies (Freiberg also & Driscoll, 1996), teachers and students in the classroom teaching, the most commonly used is the most important interaction form. Important source of questions both for the student input language, output language for the stu
8、dents to provide opportunities to promote classroom between teachers and students, and even interaction and communication between students and students.Therefore, questions of great significance to promote the learners use the target language to inspire learners thinking. For many years teachers in
9、question has been a focus of attention by the Institute of foreign language teaching, many scholars from different angles, discussion and research (Ellis, 1994). However, the domestic of a late start in this area until the late 1990s have researchers of College English teachers classroom questioning
10、 the empirical research. These studies focused on teachers questioning behavior, including the type and frequency of use, the wait time after questions, feedback forms and distribution of questions. This article is intended to input assumptions, interactive assumptions, output hypothesis and classro
11、om session mode as the theoretical basis to the English classroom questions for a research perspective, through classroom observation of teacher talk in the preliminary investigation and study high quality Classroom teachers in the classroom teaching and the media, or an important source of students
12、 language input. The questioner in the discourse of teachers account for a very large proportion is one of the main teaching strategies, classroom teaching, teachers and students is the most commonly used forms of interaction. Important source of questions both for the student input language, and pr
13、ovide an opportunity for the students output language, the promotion of teachers and students, and even interaction and communication between students and students. Situation of study: The question of great significance to promote the learners use the target language to inspire learners thinking. Fo
14、r many years teachers in question has been the focus of the study of foreign language teaching and teachers classroom questioning, many scholars from different perspectives. To outstanding high school teachers of English reading class Questioning characteristics, this study uses the method of natura
15、l investigation, to the input assumptions, and interactive assumptions and output is assumed to be the theoretical basis for teachers classroom questioning perspective,participating in Jiangsu Province High School in 2005, high-quality class rating of 12outstanding teachers in randomly selected six
16、teachers teaching Record CD-ROM as a sample, classroom observation and teaching Record CD and text transcription,summarized the characteristics of the five aspects of teachers questions reflected analysis These five areas is the question type, wait time, questioning approach, questioning strategies,
17、 and teacher feedback. Difficulty of study: Questioning the main problems are as follows: 1 meaningless phenomenon. The content of the questions is not for classroom teaching objectives, but to mention some classroom teaching objectives contact, with the casual mention invalidity of some of the form
18、ality and a waste of time, resulting in imprecise teaching.2 off firecrackers phenomenon. Legitimate students thinking activities toward the content of this unit a sudden out of touch with the students thinking, to a 380-degree acute shift into the new part of the so-called teaching gives us the fee
19、ling transferred to new content learning too suddenly, touched the edge is not smooth, the lack of convergence of art and logic. 3,not fair phenomenon. Questions eugenics, the top student questions underachiever,questions the center of the front row, and Asked rear, especially the rear two corner.4,
20、 skimming. Questions is to stimulate students motivation to implement the teaching objectives. However, some teachers encounter students a moment could not answer, or when the students got the wrong answer, he interrupted the student to answer or reply on behalf of the phenomenon, lack of patience,
21、bent forward lesson plans prepared to complete, did not consider the students active learning help students to problem-solving knowledge, but teachers performance, there are teachers themselves as the center of teaching phenomenon.5, question is too simple. The majority of questions is yes, N0 gener
22、al issues, or the text of the surface to understand the memorial, the lack of deep understanding of open-ended questions. 6 Single questioning approach.Most teachers use questions and answers questions in the form of teachers - of the overall student and teacher - individual students, teachers and s
23、tudents.7, the first named, after the questions. First name, after the questions first, not to mobilize the participation of all students awareness to the named student pressure, surprise attack, there is no time to think.8, evaluation simplistic. detailed outline: References:(1) high school English
24、 curriculum standards of the Ministry of Education (experimental) M, Beijing: Peoples Education Press, 2003(2) Zhang Zhengdong, foreign language teaching skills on M, Science Press, 1999.(3) (U.S.) Barish (Paris.SG), (U.S.) Alice (Ayres.LR,). Yuan Kun translated as Training Reflective force M, China Light Industry Press, July 2007. (4) English teaching Li Ting Xiang Higher Education Press (5) Educational Psychology Zhang Jun, (6) Peoples Education Press English teaching research and case studies, Higher Education Press, 2007