Keywords: English; Teaching; Ask questions; skill
Questioning in English class is of great significance in English teaching. It is one of the important links to improve the effect of English classroom teaching, and it is also the most important way of communication to promote classroom interaction between teachers and students. It can organically combine teachers, students and teaching materials, so as to achieve the purpose of expanding students' innovative ability and thinking ability. Therefore, in English classroom teaching, teachers should design effective classroom questions to fully mobilize students' autonomy and enthusiasm in learning and improve their English level. However, in actual English teaching, most teachers often ask students questions in a monotonous way, which leads to students losing interest in English learning and seriously hinders the development of their thinking ability. Therefore, teachers should change this situation, awaken students' learning consciousness, encourage students to participate in classroom teaching and stimulate students' innovative thinking. Then, in junior high school English teaching, how should teachers effectively ask questions to students in order to achieve the best classroom teaching effect?
First, we should design interesting classroom questions.
In teaching, teachers should skillfully design interesting classroom questions to attract students to feel the fun of learning English in the process of thinking and exploring answers, thus stimulating students' strong curiosity and thirst for knowledge. For example, when teaching Come to the Party, the teacher can design the following interesting questions: "When shall we get together?" "Where shall we hold the party?" "What do you want to eat?" "What games can we play at the party?" "Who did you invite to the party?" "What's the theme of the party?" And so on. Interesting classroom questioning can not only stimulate students' motivation to learn English, but also encourage students to actively and independently participate in classroom activities, thus improving classroom teaching effect.
Second, we should design inspiring classroom questions.
In teaching, teachers should grasp the changes of teaching content, design exploratory questions, provide students with more opportunities to think and explore, stimulate students' awareness of independent thinking in questions and expand students' thinking ability. For example, when finding a suitable place in teaching, teachers can create a question situation of "Where ……" to inspire students to use "It's next to ……" "Just outside ……" "Just in front ……" "Just behind ……" and "Just on the left" to design inspiring classroom questions, which can enable students to explore the answers to questions in various ways of thinking and improve their innovative ability while expanding their thinking ability.
Third, we should create encouraging classroom questions.
Encouraging classroom questioning is not only an effective way to stimulate students' interest in learning, but also an important means to expand students' thinking ability and improve classroom teaching effect. Therefore, in classroom questioning, teachers should give positive and encouraging comments on students' answers in time. In addition, when students can't answer questions or make mistakes, teachers should encourage students to express their ideas or give them appropriate suggestions for revision, so as to stimulate students' autonomy in participating in classroom teaching activities and improve their learning enthusiasm. Teachers should be good at using encouraging words when asking questions in class. Such as "very good!" "You are all good students!" "Well done" "You are great!" "Come on!" "Congratulations!" Wait a minute. In this way, teachers can not only encourage top students to speak boldly, but also help students with learning difficulties overcome their inferiority complex and establish their self-confidence in learning English well.
Fourth, we should create targeted classroom questions.
In classroom questioning, teachers should design questions according to the content of teaching materials, the key and difficult points of teaching and the level of students' academic ability. For example, in the class "What are you doing", the teacher can ask "What are you doing?" "What were you doing when I was reading the newspaper?" "What were you doing when the UFO arrived?" "What were the girls doing at that time?" And "What were you doing when you heard the news?" Ask questions and organize students to answer them. This problem is closely related to the content of the textbook, which can not only break through the key and difficult points of teaching, but also achieve the purpose of improving the classroom teaching effect.
In short, in English teaching, questioning is one of the important links in classroom teaching. Teachers should creatively design a variety of questioning methods to stimulate students' interest in learning English, encourage them to actively participate in classroom teaching, create a relaxed and active classroom atmosphere for them, and cultivate their thinking ability, so as to achieve the purpose of improving classroom teaching effect. Therefore, teachers should make effective use of questions: interesting classroom questions to attract students to feel the joy of learning English in the process of thinking and exploring answers; Enlightening classroom questioning can not only expand students' thinking ability, but also improve students' innovation ability; Encourage classroom questioning, stimulate students' autonomy in participating in classroom teaching activities, and improve their learning enthusiasm; Targeted classroom questioning can effectively break through the key and difficult points of teaching, thus achieving the goal of improving students' comprehensive English literacy.
References:
Mao Wei. The Application of Heuristic Questioning in English Class [J]. Journal of changchun university of science and technology, 2007(3).
[2] Liu Peifang. Questioning and Answering Strategies in English Classroom [J]. Basic Education (Research on Foreign Language Teaching), 2004( 1).
(Peixian Haozhai Middle School)