论文总字数：39475字

摘 要

随着中国的发展，教育改革日益全球化和国际化。同时，英语作为一种国际语言，越来越受到社会各界的重视。然而，现代教学模式仍缺乏提高学生语言使用能力的活力，而课堂提问过程是学生有机会大声说话的一个好途径。造成这种现象的原因是，造成这种情况的三个因素是教师、学校规章和学生，其中教师不仅是教学过程的设计者，而且是整个教学过程的生产者，在教学过程中起着主要作用。因此，教师是改变这一问题的关键。同时，问题可以分为多种类型，可以适应不同类型的课堂，有利于教师提高课堂质量。而且这是一个需要学生创造力和实践能力的社会，所以教师应尽最大努力通过提问过程来促进这一点。

关键词: 英语课堂提问；积极性；反思

Contents

1. Introduction…………………………………………………………………1
2. The causes of questioning methods……………………………………..…1

2.1 The low attention of teachers to questions………………………………..1

2.2 The low quality of questioning……………………………………………...2

2.3 The inaccurate response to question………………………………………...3

3. The techniques of improving questioning.....................................................4

3.1 The improving quality of teaching…………………………………………..4

3.2 The types of questions in English class……………………………………..5

4. The effectiveness of questioning………………………………………........7

4.1 The choice of reasonable question.........................................…………….....7

4.2 The adoption of questioning techniques ……………………………………9

4.3 The design of case “ The ghost in the park”………………………………10

4.3.1 The concept of junior English questioning teaching……………………10

4.3.2 The research questions…………………………………………………...10

4.3.3 The research objects……………………………………………………...11

4.3.4 The research steps………………………………………………………..11

4.3.5 The result and discussions………………………………………………..11

5. Conclusion………………………………………………………………….13

Works cited.........................................................………………...…................14

Appendix 1.........................................................................................................15

Appendix 2…………………………………………………………………….16

Appendix 3…………………………………………………………………….17

1. Introduction

In junior high English teaching process, question plays a key influence of class teaching. In the modern world, government and expert attach importance to develop students’ ability of creativity and practical, which can help students not only master the knowledge but also fit better in the society. Meanwhile, question process in class is a good way to create a scene about daily life to develop students’ practical ability, making student improve initiative thinking of learning to reach the teaching objectives. Designing questioning process is also a way for teachers to improve themselves abilities and expand the construction of teaching knowledge, making sure that the teaching methods will be used validly and grasping teaching objectives. In raising students’ interest of learning, questioning process is also playing a main role of it, junior high English teachers can put challenging question to let students reflect on the knowledge of class, appealing to students’ thirst for knowledge. It helps students take more active in the class. Using question differently is effective in promoting studying according to students’ physical truth. Teachers are aim at developing purpose of students’ learning through the teaching different substance of courses.

2. The causes of questioning methods

2.1The low attention of teachers to questions

Although each teacher should achieve different aims in different class, to accomplish each lesson’s content of courses, which may be a difficult fresh and challenging work for the new teachers. They can make contact with different students in their works. Meanwhile they can experience the joy of communication and respect. But as a teacher who has worked for many years, they might think that the whole education work is about repeating the same thing again and again. Because the content of the courses are almost the same that they have been passing on information for several years. For that reasons they might form the solidification of work and slack, which causes very few of teachers would take innovation in English class. Particularly the English questioning in class could have put the latest news and daily life into questioning.

.2.2 The low quality of questioning

Although the class questioning is a great part of class teaching, compared with the content of class and the key point of class is the aspect of class that is more likely to be went behind their mind. Teachers in school don’t have such many chances that they can have a discussion with each other about the skills of questioning. They don’t have chance to improve the ability of questioning, so as to not perfect for the capacity of English teaching.

Class teaching is lack of the pertinence of class and sufficient substance. Many teachers put the question which is equivocal and even mislead the thinking direction of students, with a result of the wrong answers of students, which not only con not help students deepen the students’ impression of the problem but also confuse related concepts. That goes against mastering the knowledge of English. Instead, the randomness of class questioning may fail to keep up with the process of teaching, which might break the uniformity of the whole class and the schedule.

The form of questioning is unitary. Lots of people use only one kind of questioning for a long time, some of which use question to go over former lesson, others pay attention to the concept of the content. The many years of single form questioning makes students have no freshness. Students would feel tired of the link of questioning, and according to the true problem showing in class teaching makes teachers hard to find out the real problem of students, which makes hard to reach the purpose of class teaching.

Teachers lack of the consistency of class questioning. Sometimes the content of the lesson is coherent. The content of lesson is based on the former lesson content. If teacher fail to use questions to connect the content, causing students can’t connect the knowledge of the lesson.

The habit of accumulating the creative thinking requires teacher to focus on the common problem, developing their questioning ability and innovating the style of teaching, which contributes to approach to professional development. According to the rule of creative studying, every human has its own creative potential with the supportive teaching environment. What’s more, teachers can also develop the creativity. From the result of research, different personality characteristics of teachers have different influence on students, while whether teachers’ creativities or not have great impact on cultivating students’ creativity. The reason of this phenomenon is the growth of technology, making method and idea of teaching spread. More and more teachers put more emohasis on gaining teaching experience from media and books. Teachers used to infuse knowledge into students, neglecting the creativity of work itself. The Lack ability of accumulating the creative knowledge care less about the content of class question’ way.

2.3The inaccurate response to question

Many teachers can’t fully use the link of questioning and put it into class teaching process, which makes lesson come apart. The main reason of the process of question can"t fit in the process of the lesson is the lack control of teacher, which fail to make great use of the class question to promote the effect teaching. The following causes of the low quality of teaching, firstly, teachers lack the ability of predicting the possible result of the response to the questions. When teachers design the process of questioning, they can"t predict the true react of the question, causing teachers hard to achieve the lesson objectives. Secondly, the calculation and remark of question is too easy, which can"t impress students with the knowledge, using only yes or no remark to evaluate without pointing out where is good or not. It"s the most thing that relates to me. When I was in middle school, the dividing paragraph is the most common question. But I divided in a wrong way, teacher didn"t expect that I didn"t answer the most simple question. She let me sit down like I didn"t answer the question at all. That was a very memory moment of middle school. The next thing I can only remember was that I didn"t rise my hand in the rest term of English class which is a simple thing changing me a lot in return. Teachers don"t go into the reason seriously, just using question as a form to move the process, which makes students didn"t think the issue clearly and the principle of the content of knowledge, not causing students to cultivate the ability of solving the matter.

1. The techniques of improving questioning

The factors that affect the effectiveness of class questioning are including school regulation, teacher and students themselves, which three of them decide the influence of the class questioning. School and students should take more part in English class questioning, while teacher still take the main role of class teaching. The manner and way of their questioning and the control of all the detail of the process of class questioning that decide the acceptant of students. So improving the quality of teacher questioning is a way to promote class teaching.

3.1The improving quality of teachers

Improving teachers’ quality of questioning, Teacher needs to participate basic professional course to improve him with professional classroom questioning knowledge. Although most of the teachers in middle school are the graduate of teacher training school and some of teachers accumulate plenty of experience of class questioning through long time of teaching practices. The current teaching system didn’t include the specialized knowledge of class questioning. Some of teachers learn the importance of questioning through attending a lecture which is not comprehensive. So it’s essential of school that should organize the class questioning train, including regular teachers’ teaching quality train and special lecture to improve the quality of questioning, making a fundament for teacher to prepare the knowledge of questioning.

According to the basis of teaching objectives is prepared questioning process. Everything has to be prepared, including teaching. Only when you prepare before class can you achieve the purpose of the teaching as expected. Teachers should make the best function of the questioning link through preparing lessons to follow teaching program which is the basic demand of the master of students. Only in this way can teachers truly give play to the influence of class questioning. In early days of students’ study, it’s useful to raise simple questions which relate to their daily life. Like: what do you like eating for breakfast? How do you get to school? Do you often have time to play with your friends at weekend? It not only gives students a way to speak English raising the interest of English but also helps teacher to know more about students’ daily life which promote the relationship between teacher and student .While in middle days of study, teachers can put forward some complicated questions which relate to the content of lessons. So teachers should choose the right difficulty of questions according to students’ physical truth, helping students to understand the content of teaching material and students to know better about the knowledge, which should take more concern about avoiding the difficult question which students can’t answer it. The question should let students comprehend the key and difficult aims of teaching, which pull the static distance. Teachers can use making eye contact to relieve the fear of answering questions, using nod and smile to show support to students, even when students make the wrong answer.

Scientific and effective class questioning can make students concentrate on the substances of courses, letting students follow the order of teacher to think and self-reflect the content of lesson. It can make students realize independent innovation, reaching a better teaching effect.

3.2 The types of questions in English class

Middle English teacher choose the probable questions according to their favor and the different kind of students, to show the demands of English teaching, where English teachers summarize their own questioning experience through many years of teaching experience.

Asking question of succession is the most common method of class quiz process, which is focus on consecution from simple to complicate to express the content of lesson. This kind of question helps teacher to lead to the depth and extent of knowledge, letting students think in regard to the consistency and elevate the interest of learning English. Experienced teachers can make use of questioning to guide into the new content of lesson. Using questions closely relate to the content and aim of the lesson from simple questions to complicate question, which lead students to think deeper and wider and raise the interests to learning. Experienced teachers take advantage of class questioning to guide into the new details of the lesson. The lesson of unit 8 “Is there a post office near here?” is such a good example for teachers who can use questions to appeal to students’ mind, they can use a photo of a garden with the question like what can you see in the photo? Students may say I can see some boys and girls in the photo. With the next question “can you see the boats?” Students may say “Yes, I can.” Or “No, I can’t” as the answer. Then leading to the grammar question are there any ducks in the photo? They say yes, there are. That can guide into the content and grammar of the lesson. Every question is not difficult, but relating to the content of the lesson. This kind of question can stimulate students’ learning motivation and reach to coherence purpose, is mostly based on the original knowledge base of the students, which is the most common question in English teaching, making students keep a natural impetus to discovery and find new knowledge by themselves.

The topic point of heuristic question uses a sample or social phenomenon to bring about the problem, rather than showing the questions directly, which is focus on using the way of questioning to give direction to students and let scholastics figure out the purpose of this sample. It can also impress students with the content of questions specifically. Teachers use questions to deal with relevant questions instead of solve the problem directly, letting students think the questions on their own and develop the ability of figuring out the problem, which makes students to raise the interest of this kind of the questions. Such as unit 7 Talking about how to keep healthy in writing lesson, instead of putting forward to the subject: How to keep healthy? , presenting some questions to raise interest like: Are you a couch potato? Do you like watching TV or playing computer games all day? Do you like eating water or coke? While students answer the questions, writing down the important words and phrases like: eating habits, junk food etc. That shows the comparison of two different kinds of life styles, to impress the content of lesson slowly. At last, students can use previous questions to talk about how to keep healthy. The heuristic question is that makes people think and associate different elements, which is also a common question to direct students to solve problems, using different level of questions to arouse the enthusiasm, initiative and creativity of learning English. This is a kind of question that needs to design appropriately and exquisitely, leading students to the theme of lesson. It should not design big and complicate questions. Only in this way students can gain information extremely and activate their thought, it can enhance the benefit of class teaching. The heuristic question is a kind of question that needs to be interesting, which can encourage students to take part in class activities. But it should be more reality, letting students have many words to say and share. It also can let students solve and design the process of questions after reading the whole text, when is the best time of analyze questions, ensuring the reasonability and science in the question.

The multi-angle question of analogy is the way of developing students’ imagination and ability of thinking, letting students employ one kind of question to solve different questions. Specifically speaking teachers should be focus on the concreteness of question. Teachers commonly use continuous several questions, letting students use one form of answer to respond several questions. That helps students to enhance English knowledge’s comprehension, or using different theory to respond the same question, which makes students go through the whole content of the lesson. As a result of deepen the understanding of English theory and the detail of the course. Analogical thinking question is a way to help students draw inferences about other cases from one instance. Trough understanding of different factors of the problem or similarity of different samples, students can comprehend the peculiarity of the knowledge comprehensively, which contributes to students’ ability of understanding.

1. The effectiveness of questioning

The various kinds of questions are put forward according to different substance of lesson and different kind of students. There are several kinds of questions in the middle school that contact the form of students’ questioning.

4.1 The choice of reasonable question.

Firstly, the true or false question is the most familiar questions in English middle class teaching. This is the question that is the basic and low class of question, which teachers use it to put a question to, then letting students answer it collectively. Students can respond the question with only yes or no, mainly using it to review the previous knowledge of class. Secondly, the choice question is a good way of previewing the synonym or similar words of previous knowledge. Teachers raise the question with several options, while students choose the right option of the question. It is a good way of go over the knowledge with the clue of reminding. Thirdly, the question about class detail knowledge is mainly about inquiring the question form of detail to realize the students’ mastery degree of knowledge. This is the kind of question that uses WH-question to raise question mainly about the time, site and character of the essay, which requires students to grasp the detail of knowledge. Last but not the least, it is a question that seems simple and easy, but is actually a question need students not only master the knowledge but also have their own understanding of the whole article. It is a question about students’ comprehensive grasping.

According to different aim and expectation of the courses, the types of questions can be divided into four kinds which are memory kind question, comprehensive question, practical question, creativity kind question and evaluative question. The memory question is the kind of question that teacher raises question to let students answer through memorize the content of lesson, which can be found directly from the textbook. Such as the spelling of the words, the phrases of how to greet, that is often commonsense question without developing ability but to remember the relevant questions. Comprehensive question is a kind of question that is aim at understanding of the courses, which is commonly needed for students have their own understanding of thinking, inference and calculation. The answers of this kind of questions are different depended on different people, which is not the one only answer, giving students more spaces to think. It gives students a chance to think by themselves to learn the principle of the phenomenon. The practical question mainly requires students use the learning knowledge into the real life conversation, to reach the aim of using knowledge practically. Teachers often build a circumstance to require students complete the conversation with the understanding of the knowledge, which is such a good way for students to grasp the knowledge of class and develop the ability of using language. The creative question is aim at using question to develop students’ imagination and creativity, which is creative to apply the perspective and comprehend of the courses, reaching to the aim of understanding the content of lesson comprehensively. The evaluative question is the question that put more understanding of teaching content, which is mainly about inspecting students’ deep consideration about lesson.

Different classify can divide questions into different varieties. There is not a kind of question that is perfect for every situation. It should be used differently according to different time, aim and content of lesson. Teachers can design the process of questioning through the requirement of lesson content and the learning style of students. Question is a good way to enrich the class teaching.

4.2 The adoption of questioning techniques

From the previous analysis of question classify, the many factors effect on middle English class teaching. Teachers should use question according to students’ learning phase, learning foundation and understanding level. First of all, the complexity of class question should be control by teachers when design the question. If the raised questions are too easy and lack of enlightening, students will reply too easy to find it vapidity to answer, which will not only harm the interest of students’ reflecting. Furthermore, if the questions are too difficult for students, it will restrain students’ thought, making students produce fear of learning. That makes students lose heart for English learning. When students come to middle school, it is the time that raises students’ learning enthusiasm and self-confidence. So in this phase if English learning, teachers should make the most of simple questions to raise the interest of English studying, such as repeating course content with true or false question to experience the English learning atmosphere and the feature of English communication. It can also design scenes to provide some chances to talking according to different content like “How old are you?” “What does your father do?” “Do you like math?” these kinds of question are mainly focus on speaking practice and daily life. When is in the middle of learning, it can use more complex question to know about students’ daily life, such as “What do you like eating for breakfast?” “How do you get to school every day?” “Do you like taking exercises as a hobby?” these complicate questions are related to their daily life and the content of class closely. So it’s up to teachers to figure out which question can be used in different stages.

Secondly, teachers raise question for purpose that has its own pertinence, for the teaching objectives and students’ physical truth, making the aim, plan and procedure of class questioning, which put an end to the question digressed from the subject. If teachers raise question digressed from the subject, it will make students break away from the knowledge system.

Thirdly, the question should be full of emotions with timely feedback, according to different students’ reaction to the problem. There is no rule that every student should answer the question immediately, giving students enough time and space to think and reflect. Through this process of questioning, teachers can know students’ mode of thinking and true belief, using the facial expression and body language to know students’ real thought. In the process of questioning, teachers should pay attention to the connection with the whole class, showing encouraging glance to realize the exchange of each student. If students answer the question perfectly, teachers should say: ‘Perfect!’ If students can’t answer the question smoothly, teachers should give students some hint from other angles.

4.3 The design of case “ The ghost in the park”

4.3.1 The concept of junior English questioning teaching

The class questioning presented by the primary school teachers is relatively basic and simple, which is mainly combined with reviewing and encouraging interests of students, reduce their emotional anxiety, and facilitate them to accept and absorb knowledge.

4.3.2 The research questions

This research is meant for verifying the effectiveness of class questioning in improving ability of learning for junior middle school students. As a consequence, for the sake of carrying out this research more pertinently, it is conducted primarily on the basis of these two specific questions, as indicated below.

(1) Is class questioning helpful to the teaching the learning of “ The ghost in the garden”?

(2) What do these students think of the method of class questioning?

4.3.3 The research objects

89 students from two classes of Grade eight in zhangji middle school were selected in this study. The subjects in this study arc in two classes, class 5 and class 8. In the light of the final examination of grade 7, the English proficiency of the two classes is roughly at the same level. Therefore, class 5 is selected as the experimental group randomly, which includes 44 students. Class 8 is the control class in which there are also 45 students. Additionally, in each class, approximately three fifths of the students are boys. The average age of the experimental group is 15.5, and that of the control one is 15.4. All of them know a little about mind mapping and have accumulated a certain amount of vocabulary. In order to ensure the effectiveness of teaching experiment and reduce the experimental errors.

4.3.4 The research steps

According to the time process of class teaching, the kinds of questions can be divided into three kinds. At the beginning of the class teachers mainly focus on reviewing the previous lesson, to learn the situation of students’ basic knowledge of previous learning, which can attract students’ interests of studying. 1 Review vocabulary which is relevant for this context. “ smoke, rush , danger “ .2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents? What happened? Ask: 1 Who had the accident? 2 Who helped in the emergency? 3 How did it end? It is a good way to realize the transition between new lessons and former lessons.

The questions are the process during the lesson according to the schedule of teaching, while different questions have different purposes, sometimes helping accumulate the understanding of the content of the knowledge or deep the acquaint and comprehend of the problem. It can also be a reminding signal for students to focus on studying. Listening the text and repeat after the tape, then tell the you the name of the hero in the text. Ask six students to read one paragraph each. Then ask at least “Yes /No” about the article to check understanding Did Wang Fang go out on 10th May? Was there a fire in the kitchen? Was there a lot of smoke? Did Wang Fang run out of the building? Did the fire burn Wang Fang? Did she stay in hospital for two months? Which helps accumulate the understanding of the content of the knowledge or deep the acquaint and comprehend of the problem.

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