Because you didn't specify whether the thesis is used in high school, vocational college or university, I recommend several excellent papers on related topics here, and you can choose according to your personal requirements (I appreciate the second one, and I can supplement it if it can't meet or doesn't meet your needs). Because you can't upload word documents, you should paste them all. Just pay attention. 1. A preliminary study on the reform of college English classroom teaching methods in the new era (1949 words) The College English Curriculum Requirements promulgated by the Ministry of Education is essentially an order for college English teachers across the country to carry out a new round of college English teaching reform. The publication of this important document reflects the determination of the Ministry of Education to further deepen the reform of college English teaching. As a result, a new round of college English teaching reform has been launched in colleges and universities all over the country, and the specific implementation process of college English teaching is mainly in the classroom, so it is particularly important to study the reform of college English classroom teaching methods. College English classroom is the main place for communication between teachers and students, and it is also an important place for students to input and output English language. The guiding ideology and requirements of the syllabus and teaching materials can only be embodied in the classroom. Therefore, college English classroom teaching needs to pay special attention to the reform of teaching methods. First, the main objectives and tasks of the reform of college English classroom teaching methods. The main goal of the reform of college English classroom teaching method is to explore and establish an effective teaching method system by cultivating students' listening and speaking ability as a breakthrough. In order to improve students' ability to communicate in English and learn independently. The main task of college English classroom teaching method reform is to make full use of advanced teaching methods and rich network resources to cultivate students' comprehensive English application ability; Explore effective classroom teaching mode and improve the quality of classroom teaching. The new teaching mode is student-centered, combining teaching materials with teaching software, combining classroom teaching with extracurricular teaching, realizing various interactive modes such as human-computer interaction and teacher-student interaction, and paying attention to cultivating comprehensive application ability. Classroom teaching respects students' individual differences and pays attention to cultivating students' autonomous learning ability. This teaching mode abandons the traditional reading-centered teaching concept and establishes a new student-centered teaching concept, with the teaching focus on strengthening students' comprehensive language use ability. Second, reform the organization method of college English classroom teaching. Traditional foreign language classroom teaching is teacher-centered, and teachers dominate all activities in the classroom. In the teaching of contemporary college english, the teacher's role is not only to impart knowledge and judge students' learning, but also to be an assistant, negotiator, participant, collaborator and psychological supporter of classroom activities. Teachers improve learning efficiency by encouraging learners to adopt necessary learning strategies in the learning process. In the teaching process, the relationship between teachers and students is equal. In classroom teaching, teachers can actively interact with students and develop together. Teachers can help students acquire knowledge and improve their language use ability by inspiring, discussing and guiding students to question, investigate and explore. In the classroom, give students more practical opportunities, encourage and guide students to learn in practice, and promote students to learn actively and individually under the guidance of teachers. Teachers should respect students' individuality, pay attention to individual differences, meet different students' learning needs, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, cultivate students' ability to master and use knowledge, so that each student can be fully developed, and strive to handle the relationship between teachers' imparting knowledge and students' learning, and give play to teachers' role in managing, organizing and promoting students' learning. Third, reform college English classroom teaching methods. 1. Implement "interest teaching" to improve students' enthusiasm for learning English. The vivid, interesting and colorful British and American film clips and English songs provided by rich network resources can stimulate students' strong interest in learning, and exquisite pictures and animations show rich cultural background, especially the popular culture of contemporary society in English-speaking countries; Listening and speaking training has the function of role-playing, which can not only solve the contradiction that students in large classes have few opportunities to speak, but also avoid students being ashamed to speak in public. Teaching software and network resources are very story-telling and interesting, which can effectively stimulate students' enthusiasm for learning English, effectively help students improve their listening and speaking ability, help solve grammar and reading comprehension problems, and expand their English cultural knowledge. Through the software system, students can study selectively and pertinently according to their own foundation and needs, combined with their own time, and improve their learning efficiency. 2. "Interactive teaching" increases students' English input and output process. College English classroom teaching is a dynamic system of teachers and students, a special cognitive process with students as the main body of cognition, practice and development, and also a process of interpersonal communication between teachers and students and between students. Classroom communication is actually the interpersonal interaction between teachers and students in classroom teaching, which enables students to accumulate cultural and scientific knowledge and social experience, improve their bad behaviors, correct and improve their self-awareness, gradually learn to correctly judge and evaluate their words and deeds, and adjust their efforts to meet the expectations and requirements of society. In other words, we should take classroom teaching as the actual process of language communication, strengthen the interaction between teachers and students, and effectively improve students' language communication ability through various forms of training. 3. Conduct "heuristic teaching" to encourage students to actively explore English knowledge. Network teaching mode provides students with a real language learning environment and realizes situational teaching. The content of English teaching is closely related to students' life and study. Because students are always exposed to a large number of practical and vivid language materials, students construct their own language knowledge structure and ability through the interaction between the original English knowledge system and the new language knowledge input, and students' English language learning becomes a continuous construction process. The new learning environment is conducive to students' active selection, understanding and absorption of input information, helping English learners to constantly adjust the structure of language knowledge and increase the accumulation of language knowledge. 4. Implementing "inquiry teaching" to improve students' autonomous learning ability. Under the new teaching mode, students dare to do activities and are willing to do them, which has great room for thinking and practice. Students can give full play to their subjective initiative. Under the guidance of teachers, students can acquire language knowledge consciously and actively, and actively cultivate their comprehensive language application ability, thus improving their autonomous learning ability. 2. On classroom questioning in college English teaching (29 16 words) Abstract: Classroom questioning is an important link in foreign language teaching and a bridge between teachers and students. Classroom questioning can stimulate students' ability to think independently. It can strengthen students' English language expression ability and promote the development of English thinking ability. It can also stimulate students' interest in learning and make them concentrate. This paper discusses the common problems and solutions in classroom questioning. Keywords: classroom questioning; Initiative; efficiency

I. Introduction

Question-and-answer is the most basic way of human communication and the most important teaching activity in college English class. It is an indispensable part of classroom teaching, an important part of foreign language teaching activities and a bridge between teachers and students. Effective classroom questioning can improve students' attention, stimulate students' interest in learning, encourage students to think and improve their initiative and participation. At the same time, teachers can understand students' understanding ability, test the teaching effect and improve teaching methods in time. However, there are some problems in the current college English classroom questioning. Below, the author will talk about the existing problems and solutions.

Two. Problems existing in current college English classroom questioning

1. The problem design is unreasonable.

The survey shows that some teachers ask too simple questions. The student's answer is just "yes" or "no" or a word. Like "Do you like it?". These problems can't stimulate students' thinking and interest in learning. Asking questions doesn't work.

2. Can't give students enough time to think.

After the teacher asked questions, he asked the students to answer them without giving them time to think, which made them unable to answer. This will affect students' learning enthusiasm. Weakened students' self-confidence.

3. Unequal opportunities to ask questions

Some teachers always ask several people to answer questions. Some teachers always ask a few students who have studied well to answer for the correctness of their answers or for an active atmosphere, while ignoring other students, thus causing polarization. 1. Avoid partial eclipse. Many teachers only like to ask questions to students with good grades, but they are unwilling to ask questions to students with poor grades-for fear that their failure to answer will affect the teaching progress, and for fear that they will not answer questions. According to the survey, students with all kinds of foundations have the desire to answer questions, especially those with poor foundations, who are particularly sensitive to whether the teacher asks questions, think that asking questions is a sign of trust in the teacher, have great complaints about ignoring their own existence when asking questions, and strongly demand equal treatment. Preference makes the art of questioning lose its charm.

Three. solution

1. Design reasonable and effective classroom questions

Teachers should think about what kind of questions they ask and what kind of influence they will have on students. Teachers' questions should stimulate students' thinking and reaction and inspire students' thinking. Stimulate students' interest in the article. Long and Sato divide teachers' questions into two categories: exhibition questions and reference questions. A display question is one whose answer the questioner knows. (For example, the questioner takes a book and asks, "Is this a book?" Or the teacher: Can you speak Japanese? Student:? Yes, I can. Teacher:? Can you type? Student:? Yes, I can. Referential questions are those questions that the questioner doesn't know how the respondent will answer. (For example, how do you spend your free time? Or support you to win 50 thousand dollars. What are you going to do with it? ) Showing questions are asking for answers, while reference questions are asking for answers. If we compare these two problems, we will find the difference between them. The answers to the presentation questions are all short sentences, such as "Yes, Yes" or "No, No". The answers to reference questions are mostly long sentences. For example, "I like reading/listening to music/dancing/and so on." In my free time. " In the face of reference questions, students should think, organize language sentence structure and make relatively complicated answers, which leads to communication between teachers and students. Therefore, teachers should increase the number of reference questions.

2. Give students some time to think.

Teachers should give students some time to think after asking questions, which is called waiting time. Rowe found that teachers usually only give students one second to think about questions and then let them answer them. And the time for students to answer is only one second. If one student can't answer what the teacher wants, the teacher will let another student answer. In fact, waiting time is very important for a student learning a second foreign language. Students need time to understand questions and organize answers in a second foreign language. In general, students should be given 3-5 seconds to organize their answers when asking questions. The time should not be too short, but it should not exceed 20 seconds at most.

3. Give all students equal opportunities and distribute problems equally.

Research shows that teachers always tend to let regular students answer questions. Students who study well have more opportunities to ask questions than those who study poorly. Teachers should give all students equal opportunities, and the subject of questions should be all students in the whole classroom. Teachers should have a clear understanding of the difficulty of solving problems and the level of students, so that the difficulty of problems is directly proportional to the strength of students' language ability, which will enhance students' self-confidence and stimulate their enthusiasm for learning.

Four. Teaching implementation

1. In order to better stimulate students to answer questions, an evaluation mechanism can be established.

In the past, the practice of evaluating students' learning situation was purely based on examination results, such as the final academic examination results, and was limited to summative evaluation. Lack of comprehensiveness makes it difficult to evaluate students' performance effectively, objectively and fairly, which is not conducive to stimulating and cultivating students' enthusiasm and self-confidence. Teachers should cancel the practice of evaluating students' learning by examination results and establish a new evaluation mechanism to evaluate learners' learning from the aspects of their performance in completing learning tasks in groups, classroom interaction and homework performance. In order to arouse students' enthusiasm in group activities and classroom activities, the quantity and quality of students' questions are regarded as one of the important contents of assessment. For students who are good at thinking, love to ask questions and have high quality questions, in addition to verbal praise, it is planned to improve the comprehensive evaluation score at the end of the semester; Teachers should inspire, guide and encourage students who avoid asking questions because of poor foundation; Students who are lazy, don't think, are used to relying on others, and help and education are ineffective, and their grades are usually zero. 2. Form a study group

The purpose of establishing study groups is to better promote classroom teaching. Establish 8 relatively stable study groups, with 5 people in each group. After grouping, create a study file for each group and individual. The content includes the same information of each group and the personal information of group members, such as the quantity and quality of questions, the evaluation level of teachers, etc. Teachers assign autonomous learning tasks before class, then work together in groups to solve problems, and then group representatives answer teachers' questions in class. Teachers should pay attention to the fact that each group of students should take turns to answer questions, and the results obtained should be regarded as the same points of the members of the group. The scores of independent thinking and answering questions in class should be regarded as students' personal scores. In this way, students can really "move" in class. Active learning becomes the main behavior of students' learning.

Verb (abbreviation of verb) remains to be solved

1. Improve students' self-confidence

The teacher asked the students questions, and 54.2% of the students were afraid to take the initiative to answer the questions, for fear of making mistakes and losing face, being scolded by the teacher or being laughed at by classmates. In order to save face, they often say nothing. Some students said, "When the teacher started to ask questions by name, I was afraid to call my name. I tried to bury my head under the table so that the teacher couldn't see. When the teacher calls my name, I really want to get into the hole. " As far as we know, students are extremely eager to answer and ask questions to show themselves. Therefore, teachers should encourage and guide students. Don't deny a student's answer after he answers it. You can discuss with students and find out the shortcomings of students' answers.

2. Students' oral ability needs to be improved.

Although the evaluation mechanism has been established, some students are still unable to answer questions on their own initiative. The main reason is that their language foundation is weak, and they can hardly express themselves in English, or even answer questions in English. But if students ask and answer questions in Chinese in English class, English teaching will lose its meaning. If you can't express clearly when asking questions, your enthusiasm for asking questions will be frustrated. The key is to solve this problem in order to make students really become the subject of asking questions in college English class. It is gratifying that 90.2% of the students are eager to answer questions and ask questions in English. Therefore, it is urgent to improve college students' oral English.

The main purpose of English teaching is to cultivate learners' ability to communicate in English, rather than simply accumulating knowledge. College English teachers should conform to the requirements of the development of the times and try their best to create conditions for students to carry out language output activities, such as group discussion, dialogue, retelling the text, playing roles, situational dialogue and so on. To strengthen the cultivation of students' listening and speaking ability. At the same time, students are required to take the initiative to speak and ask questions as much as possible to overcome the psychological barriers of shyness and fear of being laughed at for making mistakes.

In a word, questioning is an art, a common way of communication between teachers and students in the teaching process, and it has certain skills. Effective classroom questioning can play an important role in teaching. Therefore, foreign language teachers should fully understand the role of questioning, carefully design classroom questioning, improve the effectiveness of classroom questioning, and fully understand and master this skill, which will greatly promote English classroom teaching, improve English teaching effect and promote students' harmonious and all-round development.

References:

[1] Xia Jimei. Theory and practice of modern foreign language curriculum design [M]. Shanghai: Shanghai Foreign Language Education Press, 2003.

[2] Brown. Douglas. Principle teaching: an interactive language teaching method [M]. Beijing: Foreign Language Teaching and Research Press, 2003.

[3] Hu Qingqiu, Ed Nicholson, Chen Wei. Investigation and Analysis of Questioning Patterns in College English Class [J]. Foreign Language Industry, 2004(6):22-37.