1. 研究目的与意义（文献综述包含参考文献）

1.introduction1.1 research backgroundwith the continuous development of economic globalization and social progress, english has become a rich and colorful element on the international stage. as a means of communication, english learning is essential. chinas emphasis on english education is also gradually strengthened and improved. under the new curriculum reform of quality education, english teaching should actually change students' learning methods and cultivate their comprehensive application ability. however, although english education has been implemented since the third grade of primary school or even earlier, it has not made significant achievements in a sense. in the english classroom, most teachers teach students according to the original teaching plan, they only pay attention to the mechanical teaching of knowledge, not student-centered and ignore the initiative and development of students. in the process of teaching, the lack of interaction and communication with students makes students become passive machines to accept materials, ignoring the cultivation of students' communicative ability and daily comprehensive application ability. especially in the classroom teaching, using the traditional teaching mode and putting forward some simple non-creative problems can not stimulate students' learning motivation. gradually, students' english application ability and communicative ability have not been improved and developed. besides, english learning has entered a vicious circle which result in "plateau reaction". there are many factors that affect classroom teaching, among which the most fundamental and important one is teacher lead classroom communication. in short, it is the strategy of classroom questioning. in recent years, more and more scholars have studied the field of classroom questioning. the results show that the efficiency of students' learning and the speed of mastering knowledge largely depend on the strategies of classroom questioning. teaching is a kind of bilateral activity carried out by teachers and students. it not only includes the imparting of knowledge, but also includes the two-way output of emotion. classroom questioning is an effective bridge. teachers actively maintain classroom order and improve classroom atmosphere through classroom questioning. on the one hand, teachers can control classroom discourse and order in the process of questioning, organize students to listen and prevent students from being distracted. on the other hand, teachers use a variety of language strategies to encourage students to participate in classroom interaction, check and consolidate students' learning through questioning, and receive positive feedback. not only the students have been improved, but also the teachers themselves can expand their thinking, update the knowledge structure and carry out positive self reflection.socrates put forward "midwifery" as early as 2000 years ago. heuristic teaching shows the importance of classroom questioning. classroom questioning is a constantly changing construction process. teachers' classroom questioning needs to be studied and improved constantly, so as to play its role in promoting the common development of students and teachers. therefore, based on the above background, this thesis will focus on primary school classroom questioning research, according to its status and problems, give the corresponding solutions.1.2 literature reviewclassroom questioning strategy is an important factor in english teaching. it is directly related to students' learning efficiency and teachers' teaching. therefore, scholars at home and abroad have carried out a lot of research on it. in this chapter, the author will introduce the research on classroom questioning at home and abroad, including the previous research results and research status. this chapter is mainly divided into four parts: the definition of classroom questioning, the principles of classroom questioning，the classification of classroom questions and classroom questioning research at home and abroad.1.2.1 definition of classroom questioningquestioning, the conceptual meaning is to ask a question. classroom questioning is a teaching form in which questions are designed according to the teaching purpose, the needs of the physical and mental development of the educated and the learning situation in the process of classroom teaching. classroom questioning as one of the important forms of classroom dialogue plays an important role in teaching. different researchers have different understanding in classroom questioning.according to professor deshinan of ankara university in turkey, problems are the tools teachers use to stimulate and guide students' attention. classroom questioning is an important way for teachers to put forward questions to students, point out the task and direction of classroom and guide students to think and explore actively. aschner (1961) claims that asking questions is one of the basic ways by which the teacher stimulates students5 thinking and learning. thompson (1997) thinks that classroom questioning refers to teachers use of verbal language or body language to stimulate students to obtain their response of information in a series of activities, which refers to teachers questions. wlien (1982) definites the classroom questioning as any sentence having either an interrogative form. teachers questioning is an instructional cue or stimuli content to be learned and directions for what they need to do and how to do it. cotton (2001) believes that classroom questioning is a kind of stimulation by teachers to stimulate students9 knowledge learning, give students a hint, and guide students to think about what to do and how to do it. wragg (1984) thinks that a question that can arouse students interest in discussing and reacting in the class can be an appropriate question. in his opinion, gesture language, physical contact, facial expression can also be question, because it can arouse students reaction and obtain information, so the meaning of the question is the sentence attempting to bring out verbal reactions of students. according to previous scholars' research, classroom questioning is a teaching method in which teachers ask questions and interact with students, attract students' attention, stimulate students' interest in learning and enable students to participate in classroom teaching, so that teachers can get feedback at the same time.1.2.2 the classifications of questioningbloom, an american educational psychologist, divides classroom questioning into six categories: 1.knowledge-based questioning. it can also be called recall questioning, which is the simplest way to test students' memory of basic knowledge such as concepts, words, formulas and rules. 2.understanding questioning. it is a kind of questioning method used to check the students' understanding and mastery of the knowledge and skills they have learned. it is usually used for concept explanation or after the end of semester course. the question of understanding level is to let the students describe and explain the facts, events and procedures in their own words so that the teacher can know whether the students really understand the content of the classroom.3.applied questioning. it is to check the students' ability to solve problems in new situations by applying the knowledge of concepts, rules and principles. it mainly requires students to solve new problems with new knowledge.4.analytical questioning. this questioning may also known as referential questions. it is a way to ask students to find out the relationship between concepts or the cause and effect of time by analyzing the factors of knowledge structure, and finally draw a conclusion. it mainly requires students to identify the conditions and causes or to find out the relationship between the conditions, causes and results. for example, "why do the protagonists have such psychology?" if there are no ready-made answers to such questions in textbooks, students should organize their own thoughts to find the basis for explanation and identification.5.comprehensive questioning. it requires students to find the internal relationship between knowledge, and on this basis it makes students recombine the concepts and rules of teaching materials. besides, it usually requires students to foresee the results of the problem, and the comprehensive questioning method can stimulate students' imagination and creativity.6.evaluative questioning. it is a kind of questioning method that requires students to make value judgment or select ideas, works, methods and materials by using criteria and standards. for example, "how do you evaluate the differences between the hero and heroine ?"besides, long and sato (1983) divide questioning into display and referential questions according to the purpose of teacher's questioning. referential questions are usually those that teachers don't know the answer to and there is no fixed standard answer to the question, while the demonstrative question often has the only answer, teachers usually use those questions to check whether the students have mastered the knowledge.1.2.3 questioning strategies the questioning strategies refer to the methods and techniques used by teachers in questioning students, and it can help students to grasp knowledge. willen (1987) , an american scholar, provides some classroom questioning strategies: (1) design differentiated key questions in line with students' ability level; (2) teachers should ask questions logically and continuously to ensure that the language is clear and clear and acceptable to students. (3) teachers should ask interesting and targeted questions, mobilize more students to participate actively, (4) give students enough time to think; (5) keep up with students' feedback; (6) encourage students to ask questions, etc. wu caixin (2013) proposed four main strategies: (1) focused questioning strategy; (2) divergent questioning strategy; (3) evaluative questioning strategy; (4) reflective questioning strategy. hunkins (1995) thinks that questioning strategies have four functions: center, expansion, distribution and order.1.2.4 classroom questioning research at home and abroadnow, more and more scholars have shifted their focus from teaching method to classroom questioning. although classroom questioning has been throughout the whole teaching activities, the real research on questioning started from the american educator stevens, whose book is the first to study classroom questioning. in 1984, white lightbown made a research about teachers questions. in his survey, he analyzed the art and ways of questioning. in 1983, longsato found teachers tend to use display questions more than referential questions and they further discussed the reason for it. hussin (2016) studied classroom questioning of english teacher in a secondary in malaysia. wimerthomas (2001) studied whether that students of different genders respond differently to different questions. and the research on classroom questioning in china can be traced back to china's first monograph education-record more than 2000 years ago. it records the importance of heuristic teaching and clearly points out that teachers should constantly stimulate students' interest and motivation in learning and inspire students to master knowledge and skills through questioning. zhang (1980) studied the questioning strategies in his book the technique of teachers' questioning. this book can be regarded as the beginning of modern classroom questioning research in china. besides, liu (2016) did a comparative study of questioning strategies between novice teachers and experienced teachers. 1.3 need of the studythis thesis aims at the questioning strategy of primary school english classroom teaching, which has certain practical significance and teaching guidance significance for the research of x primary school entity classroom. it can not only provide a theoretical basis for questioning in classroom teaching, but also help teachers to reflect on teaching methods so that they can actively create a better classroom atmosphere for students and help students learn and master english knowledge. besides, students will improve their comprehensive ability to use english. on the one hand, it can permit teachers having a clearer understanding of classroom questioning. on basis of this, we can better implement the teaching plan and make student-centered. whats more, it helps students grasp knowledge better and improve teaching efficiency. on the other hand, through the research on the current situation of classroom questioning, this thesis hopes to improve the current classroom environment. by putting forward specific strategies, teachers can get the key point of some classroom questioning strategies, principles and questioning methods to stimulates students' learning motivation and guide students to explore actively in their long learning career. it also encourages students to participate in the interaction with teachers independently. to a certain extent, the research content of this paper also has a certain reference value for the teaching of other subjects. in the case of further mastering the classroom questioning strategy, it can promote the development both in students and teachers.referencesbloom, d. (1985). language in the second classroom. cambridge: cambridge university press.brown, h. d. (2000). principle of language learning and teaching. new york: david me kay co.chaudron, c. (1988). second language classrooms: research on teaching and learning. cambridge: cambridge university press.harris, l. (2000). batting 1000: questioning techniques in student-centered classrooms. the clearing house: a journal of educational, 23, 25-26.jackson, p., 麦克尤恩《赎罪》，《青年文学家》，30（2）：126-127。

易银珍（2006），《女性伦理与礼仪文化》。

北京：中国社会科学出版社。

2. 研究的基本内容、问题解决措施及方案

1.Research Topic This paper first introduces the overall trend and existing problems of primary school English Classroom Questioning in recent years, then gives the definition of classroom questioning principles and lists the classification of classroom questioning principles. Then it introduces the specific content of classroom questioning strategy and how to implement it in the classroom, taking Bloom's classification as the basic principle. On this basis, it provides some suggestions for the future primary school teaching, so as to maximize the advantages of Classroom Questioning in primary school English teaching.2.Research MethodsThe thesis will use the following methods:Documentary research. In the first several chapters, documentary research will be used to provide the basic information of Classroom questioning based on sociolinguistics and the related theory.