Questioning is a form of communication between teachers and students in class. For students, it is a learning strategy; It is a teaching strategy for teachers. Whether teachers can skillfully use questioning skills in class has a great influence on students' learning interest and classroom organization; At the same time, the way and depth of teachers' questioning will have an important impact on students' learning style and understanding depth. Teachers who can ask questions not only let students answer, but also let students find and ask questions.
English teaching process is a process of bilateral activities between teachers and students, which requires teachers and students to cooperate with each other in the classroom to jointly complete language communication activities and teaching process. Reasonable questioning is an important means for teachers to guide students to think positively and cultivate their cognitive ability, analytical ability and innovative ability. Questioning in English class is one of the means of heuristic teaching. This teaching method takes students as the main body of learning, and fully mobilizes students' enthusiasm, initiative and creativity in learning English by designing questions at different levels. Well-designed questions can guide students into the problem situation, inspire students to understand the teaching content, check students' mastery of knowledge and stimulate students' thirst for knowledge; It can make students get information to the maximum extent, activate their thinking and arouse their enthusiasm; It can better cultivate students' ability and improve classroom teaching efficiency.
I. Meaning of the problem
Classroom questioning refers to a common teaching method that teachers design some questions purposefully, planned and step by step according to the teaching content and students' reality, so as to inspire students' thinking, guide students' learning and realize teaching objectives. It is a common teaching skill for teachers and students to communicate with each other in the teaching process, one of the ways to realize teaching feedback, the basis for teachers and students to adapt to each other, and the methods and means to inspire students' thinking.
Classroom questioning means that teachers ask questions to students in classroom teaching, so as to arouse students' problem consciousness and grasp the direction and process of teaching activities. Through the interaction between teachers and students, check learning, promote thinking, consolidate knowledge and apply knowledge, so as to achieve teaching objectives.
Questioning in English teaching is not only in the form of interrogative sentences, but also in the absence or need of information. In English, both are interrogative sentences, but they have many different language functions, such as:
Can you hear me in the back? (question)
Can you speak it slowly? (suggested)
Why don't you stop talking? (Angry)
Do you really think this is the right thing to do? (Disapproving)
Are you kidding? (unbelief)
Nice day, isn't it? (opening remarks)
Would you please stop making so much noise? (complaining)
May I say that you look smart today? (like)
May I congratulate you? (Congratulations)
Therefore, we can't completely equate questioning skills with using interrogative sentences.
Second, the function of asking questions
In the teaching process, using questions can express many different purposes. The following is a brief description of the main functions of Unit 1 and Unit 3, the first volume of college English:
1. Get information. Students can learn some basic information by reading the text. For example:
How old is this old lady?
Yi Ni, what happened?
What does Myra do?
Who is Mrs Morrison?
2. Attract students' attention "
Do you know your IQ?
Are you a student with average intelligence? (Unit 1)
How many gifts did you receive? What are they? What do you like best?
3. Let students be interested in some problems and give them support. Teachers can ask some related questions, such as:
How can I study hard?
How do you improve your study habits?
4. Understand students' learning difficulties
What do you think is the most difficult thing in learning English?
5. Care for students
How is your study going?
When were you born?
How do you usually spend your birthday?
6. Understand students' views and attitudes on related issues.
What are the good study habits? What are the bad ones?
What could be the reason why Enid didn't get married?
How do you feel about printed "Happy Birthday"?
Do you think Myra really cares about the elderly? What does she really care about?
7. Encourage students to participate in classroom activities and create an active classroom atmosphere.
Why did the old lady tear the check to pieces?
8. Assess students' language proficiency.
What's the difference between "living" and "enduring" a life?
9. Encourage students to think positively. For example, the content of unit3 is birthday, so you can ask a student:
What kind of gifts can we receive?
Which birthday is the most important?
Third, the question type
According to some foreign studies, questions are divided into five categories: recalling questions, understanding questions, analytical questions, comprehensive questions and evaluation questions.
1. Recall the question. That is, let students recall the basic content of what they have learned to check whether they have remembered what they have learned.
2. Understand the problem. That is, to check whether students understand what they should understand.
3. Analytical questions. That is, teachers ask students to find out the cause, result, condition and other causal relationships. For example:
Why are there so many people in big cities?
How can we control the population?
4. Comprehensive questions. In order to cultivate students' comprehensive thinking ability, students should use what they have learned to analyze and draw their own conclusions and opinions. For example:
What benefits can resources bring us?
What would the world be like without resources?
What should we do to save resources?
Comprehensive questioning can cultivate students' logical thinking ability, comprehensive ability and imagination.
5. Ask some evaluative questions. Refers to the questions raised by teachers to cultivate students' judgment, so that students can explain their own views, judge their own values and give reasons. For example:
Why do we need to protect resources?
Why is it wrong to waste resources?
What do you think of this text? Why do you think so?
Fourth, the principles and skills of asking questions
1. Design a purposeful problem. The teacher's question is to arouse students' positive thinking and is enlightening. The teacher's questions must be thought out in advance and purposeful, and can't be asked casually. Otherwise, the questions are either too difficult or tasteless, the purpose of asking will not be achieved, and the classroom atmosphere will not be satisfactory.
2. Ask questions that can arouse students' interest in learning. The problems raised by teachers in class must be the problems that students want to solve most, and they must also be the problems that students urgently need to solve. "
3. Questions should be suitable for students' ability level. Proper questioning can enhance students' understanding of problems and reduce their worries about their own abilities. In different levels of classes, we should use natural, concise and popular language to express problems, and adjust vocabulary and sentence structure to meet the students' language and concept level. For students who have difficulty in answering, it is necessary to reduce the difficulty and give tips.
4. Ask questions to reflect real communication as much as possible. Just ask some questions with the real situation. For example, it is very hot today. The teacher can ask: Do you feel hot? Shall we open the window? If there is no one in the class, the teacher can ask: Who is absent today? This question of authenticity is more effective than that of unreality. To avoid the common phenomenon in the past: the teacher holds a book and asks: Is this a book? This kind of untrue question is simply knowing perfectly well past asking, which is completely out of line with the problem of communicative language teaching.
5. The distribution of problems should be reasonable. That is, asking questions should take care of all students and give each student a chance to answer questions. There are four specific ways to ask questions: (1) The teacher asks the whole class to answer questions, and if the students' answers are different, let a single student answer them separately. (2) After the teacher asks questions, pause for a while, let all the students think, and then ask one student to answer. (3) Ask a student to answer first. If you can't answer, please ask another student to answer. (4) After the teacher asks questions, the students raise their hands to answer them.
6. Multiple solutions to one problem. For example, after learning unit3, ask the students: What would you do if you were Myra?
7. Pause after asking questions. After the teacher asks questions, students should be given enough time to think.
Verb (abbreviation of verb) conclusion
In a word, questioning plays an important role in classroom teaching. It is very important to inspire all students to enter the thinking process quickly, think positively and develop their innovative ability. Good questioning is good at trying to figure out the problems that students can't understand, grasping the main idea, context and author's intention of the article, grasping the key points, being uncomplicated and guided by the camera.
At the same time, teachers' classroom questioning is also a teaching skill. "There is no fixed method for teaching. It is important to have the right method." The same is true of classroom questioning. The key lies in carefully designing according to the teaching practice, combining the teaching content, considering the students' interests; While being "good at asking questions" and "good at asking questions", we should also be good at guiding and solving doubts. Only in this way can we arouse students' learning motivation, give full play to the teaching function of questioning, and finally promote the development of students' thinking and the improvement of teaching quality.
refer to
Ping Li. The Art of Questioning in English Classroom Teaching [J]. English Learning (Senior High School Teachers Edition), 2003, (8).
[2] Li Junhua. Classroom questioning skills [J]. Education Review, 2007, (2).
[3] Ray. On the Grasp of "Degree" in Classroom Questioning [J]. English Teaching and Research in Primary and Secondary Schools, 200 1, (4).
[3] Zhou Ping. Strengthening the art of classroom questioning and optimizing English classroom teaching [J]. Rural Education in China, 2007.
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