更新时间：11-03 （白鲸）提供原创文章
ABSTRACT
Classroom questioning is the main organizational form of classroom teaching. Effective classroom questioning plays an important role in junior high school English class. Therefore, it is helpful to increase the effectiveness of classroom teaching that we increase the effectiveness of classroom questioning.
Classroom teaching is an interactive activity for both teachers and students, so this article is written from the two aspects of teachers’ and students’ effective classroom questioning. By redefining “effective questioning”, the paper explores the features and significance of teachers’ and students’ effective questions, and proposes some strategies of improving the effectiveness of teachers’ questions and strategies of cultivating students’ ability of effective questioning in hopes of giving junior high school English classroom teaching some guiding significance and helping improve the effect of English classroom teaching.
Key words: effective questioning; definition; features; significance; strategies
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-3
2.1. Research on the concept of effective classroom questioning-3
2.2. Research on the present situation of effective classroom questioning-4
2.3. Research on the strategies of effective classroom questioning-4
Chapter Three CONNOTATION OF EFFECTIVE QUESTIONING -6
3.1. Definition of effective classroom questioning-6
3.2. Features of effective classroom questioning-7
3.3. Significance of effective classroom questioning-8
Chapter Four STRATEGIES OF EFFECTIVE QUESTIONING-11
4.1. Strategies of Improving Teachers’ Effective Questioning-11
4.1.1. Strategies applied before asking questions -11
4.1.2. Strategies applied while asking questions -13
4.1.3. Strategies applied after asking questions-14
4.2. Strategies of Cultivating Students’ Effective Questioning-16
4.2.1. Changing teachers’ traditional ideology of education -16
4.2.2. Guiding students to ask questions -16
4.2.3. Creating a good atmosphere for students’ questioning-17
4.2.4. Developing students’question awareness-17
Chapter Five CONCLUSION-19
REFRENCES-21