更新时间：02-07 （斯小思）提供原创文章
Abstract：The problem is the origin of thinking and the premise of creation. Classroom questioning is a basic control means for teachers to promote students' thinking, cultivate students' creativity, evaluate teaching effects and promote students to achieve their expected goals. Carefully preparing and properly using different kinds of questioning strategy can make the students think and learn actively, and enable the students to take part in classroom communication. Therefore, classroom questioning is an important task that should be paid attention to and studied. However, there are still many problems that should be solved in the current English classroom questioning.
This study takes 4 English teachers and 120 students as the research objects. They are from Xu zhou Gu lou Primary School. In the study, there are some common research methods, including questionnaire, classroom observation and interview, which are used in the data collection and analysis. The main contents of the research are as follows: (1) The present situation and analysis of teacher’s effective questioning in English class; (2) The significance of effective questioning in English class; (3) The standards and principles of teacher’s effective questioning; (4) The strategic research and design of the teacher’s effective questioning in the primary school.
Keywords: Effective Teacher questioning Suggestions
Contents
Abstract
摘要
Chapter One Introduction .1
1.1 Background of the Study1
1.2 Significance of the Research .1
1.3 Structure of the Thesis 2
Chapter Two Literature Review .3
2.1 Definitions of Related Concepts .3
2.1.1 Definition of the Question 3
2.1.2 Definition of the Effective Question 3
2.2 Previous Studies Conducted at Home and Abroad4
2.2.1 Previous Studies Conducted Abroad 4
2.2.2 Previous Studies Conducted at Home 4
Chapter Three Research Methodology-.6
3.1 Research Purpose.6
3.2 Research Subjects .6
3.3 Research Method.6
3.3.1 Classroom Observation.6
3.3.2 Questionnaire6
3.3.3 Interview 6
3.4 Data Collection and Analysis.7
3.4.1 Types of Different Questions .7
3.4.1.1 Open and Closed Questions 7
3.4.1.2 Display and Referential Questions .7
3.4.1.3 Convergent and Divergent Questions .8
3.4.2 Wait Time9
Chapter Four Suggestions on the Effective Classroom Questioning11
4.1 Improve Teachers’ Attention to Effective Questioning.11
4.2 Use Different Types of Questions 11
4.3 Improve the Quality of the Question 11
4.4 Extend Waiting Time 12
4.5 Give the Students Effective Feedback.12
Chapter Conclusion 13
5.1 Major Findings .13
5.2 Limitations of the Study .15
References 14
Appendix .。.15