论文总字数：36864字

摘 要

课堂提问是课堂教学设计的重要环节之一，同时在英语教学过程中起着不可替代的作用。而课堂教学是以不断提出问题并解决问题的方式获取新知识的问题性思维过程。所以在课堂上提出问题比解决问题更重要，尤其是在小学英语教学中，学生刚接触英语不久，并且不能自主地学习英语。通过课堂提问，教师可以引导学生更好地思考，帮助他们更有效地进行语言学习。

在此背景下，该研究通过实证研究来分析小学英语教学中课堂提问存在的问题，通过问卷调查、访谈和课堂观察法，发现缺乏准备、反馈不足和提问对象片面对小学英语课堂教学效果有很大的影响。在此基础上，本文提出使英语课堂提问更有成效的对策，以期对促进小学英语课堂教学效果提供一定的帮助。

关键词：课堂提问；小学英语教学；现存问题；措施

Contents

1. Introduction 1

2. Literature Review 2

2.1 The theoretical foundations 2

2.2. Previous studies on classroom questioning 4

3. Research Methodology 6

3.1 The aim of the research 6

3.2 The subjects and instruments of the research 6

3.3 Data collection and analysis 6

3.4 Findings of the research 9

4. Countermeasures of Effective Classroom Questioning 10

4.1 Appropriate questions 10

4.2 Substantial and reasonable feedback 11

4.3 Universal objects of questioning 11

5. Conclusion 11

Works Cited 13

Appendix 15

插注的括号内的内容如下：

中文参考文献如下：（中文作者姓的拼音 空格 引用页码）。如有两个以上的同一姓氏，则为：中文作者姓的拼音 空格 文献第一个实意词 空格 引用页码

1. Introduction

As one of the traditional classroom teaching methods, “classroom questioning” was first mentioned in the Note of Learning, which is the first educational monograph in the world, systematically and carefully discussing on teaching issues. Similarly, the famous Greek philosopher and educator Socrates used the same method, which is called the Socratic Method or Midwifery. It refers to the method of questioning and discussing with students to help them assimilate knowledge in the process of talking, instead of imparting his knowledge to his students directly.

According to the requirements of the new curriculum standard reform, classroom teaching should be the interaction and integration between teachers and students, and the two-way cooperation between teachers and students is needed. The process of questioning has proved to be supportive of students’ engagement in learning and teacher’s ability to monitor the learning process (Stronge 92-93). However, in the traditional teaching mode, teachers are accustomed to “cramming” teaching, which not only deprives students of expressing their own opinions, but also hinders the development of students’ independent analyzing and creating ability. Because in the traditional teaching process, the teachers only read the textbooks on the platform, so that teachers and students have no interaction. There is an undeniable fact that instruction which includes posing questions during lessons is more effective in producing achievement gains than instruction carried out without asking questions to students. On the one hand, it can improve students’ understanding of what teachers teach and enable teachers to timely change the teaching methods and aids according to students’ responses. On the other hand, as a foreign language, English learning requires the process of thinking and communicating, so it is necessary to pose questions in English class. Besides, effective English classroom questioning is to create a harmonious and democratic language atmosphere for students, in order to cultivate their English thinking ability, and practice English pronunciation and intonation. Especially in primary school, where students have not studied English for a long time, with different foundations and different degrees of interests, classroom questioning is a common tactic for teachers to collect information about students’ acquisition of knowledge. Therefore, teachers should pay more attention to the effectiveness of classroom questioning in primary school English instruction.

This thesis firstly demonstrates previous studies related to classroom questioning at home and abroad. Then it analyzes the existing problems of classroom questioning through an experiment in primary school English instruction by means of questionnaires, interviews and classroom observation. And on this basis, the thesis put forward some strategies to overcome these problems with the aim to make classroom questioning more effective and improve the efficiency of English instruction.

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