In the current junior high school English class, many teachers have such questioning phenomenon in teaching. For example, teachers' questions to students are extremely random and have no obvious teaching purpose; Or ask questions in order, regardless of students' personality differences and classroom needs; The best phenomenon is that teachers ask questions on the platform and students answer them randomly in class according to their own knowledge. In fact, these situations are not ideal classroom questioning state, which not only does not meet the requirements of the new curriculum reform for junior high school English classroom, but also fails to achieve the basic classroom teaching objectives. In fact, the current junior high school English curriculum standards require that English classes should be student-centered, and teachers should pay more attention to students' learning process. Therefore, in junior high school English class, when the teacher throws some questions to the students, we should actively organize the students to discuss. Teachers should not repeat the problems that they or the group can solve. If students can't solve it, teachers can give guidance and help again to improve the effectiveness of classroom questioning to some extent.
In the specific process of junior high school English teaching, teachers should create more classroom situations for students to communicate with each other according to the subject characteristics of English. Let students master English knowledge and understand British culture and the differences between East and West in constant communication. For example, in the classroom, teachers can adapt the relevant content into a certain textbook drama according to the specific textbook text, so that students can rehearse and perform independently, or read aloud according to the text, so as to familiarize themselves with the sense of language in the process of reading aloud and enhance the classroom teaching effect. In addition, teachers can also organize students to make handwritten English newspapers, organize students to recite poems by famous British poets, rehearse plays by famous playwrights, and so on.
Second, reasonably grasp the types of questions
Questioning in class is an essential link in junior high school English teaching. When grasping the types of classroom questions, we must pay attention to setting questions in a logical order step by step, deepening at different levels, and organizing students to deepen their learning knowledge in this class step by step. For example, "Let's sing a song, OK/Let's play a game, understand/Who wants to try/Who can read" and so on. In the primary stage of junior high school English teaching, students mainly imitate correct pronunciation and intonation, learn basic vocabulary and practice simple sentence patterns. The task of classroom questioning is to ensure that students have more opportunities to imitate and practice. For example, after introducing new words and sentence patterns, teachers can ask students to repeat reading or make simple substitutions. There is no waiting time for procedural questions in class, only students are required to make quick and correct responses (imitation or replacement). Therefore, in most cases, teachers can use "one by one, two by two, one by one, one by one, one by one, and the whole class" to imitate the answers in turn, thus increasing the number of questions and expanding the coverage of questions. Under the new situation of current curriculum reform, teachers should improve their own quality in a timely and appropriate manner, master a set of scientific and effective procedural questioning strategies, and become a unique landscape in their English teaching class and a personal signboard of questioning art in their English classroom. In addition, in the process of applying these questioning arts, we should also pay attention to reflecting students' individual differences, so that students can find a suitable fit in the unique individual differences, which not only respects the rapid development of classroom disciplines, but also is appropriate.
Among them, with the early infiltration of primary school English in recent years, students' mastery of basic knowledge has been quite gratifying. Under such preconditions, paying attention to cultivating students' listening ability in questioning is conducive to breaking through the key and difficult points of teaching; If the communication between teachers and students can meet the real situation to the greatest extent, then students' learning efficiency can be improved to the greatest extent, and their questioning art can also achieve higher results. For example: "Do you like winter? Why do you like it? " This kind of questioning not only stimulates students' thinking, but also carries out certain language organization, which plays a very important role in improving students' English ability. At the same time, in the specific classroom questioning, we should pay attention to reducing the difficulty of the question under certain circumstances and help students make correct judgments. Have you ever been to Hong Kong? /How do you go there, by bus or by plane? /What do you do in the evening, do your homework, watch TV, read books or listen to music? "
Third, targeted-to cultivate students' creative thinking
The third national conference on education emphasized that "quality education should focus on cultivating students' innovative spirit and practical ability. "The new era requires cultivating creative thinking in teaching. In the process of classroom teaching, teachers should create as many real situational questions as possible, promote the communication between teachers and students or between students, and give students more opportunities to output their goals and participate in classroom communication. At the same time, students are allowed to express different views on the problem, giving students room to play freely, and evaluating or affirming students' "whimsical and incredible" words and deeds in time; Don't obliterate students' instant "bright spots", but be good at catching the sparks of their creative thinking and developing their thinking and innovation ability.
For example, after learning the text of SB 1 Unit 18 "The Lost Necklace", the teacher designed such a question: Do you have any new ideas about the ending of the story? Then let the students work in groups and continue to write the script. The questions aroused students' creative desire, and students scrambled to express their views, and the classroom atmosphere suddenly became active and their learning enthusiasm rose. Continuous writing activities have cultivated students' logical reasoning ability and imagination, and achieved unexpected results. Here are some examples:
S 1: Jenny gave Mathilde a lot of money. Mathilde and Pierre started a new company and lived happily ever after.
S2: Mathilde was too surprised to speak. She became very angry.
S3: How regretful Mathilde is! She realized that everything that happened to her was entirely due to her vanity. So she refused to accept anything from Jenny and began to live honestly.