赵书婷
保山曙光学校教师
Abstract:
The inquiry is an important part of the classroom teaching. It is a good channel that teachers input information, transfer information, share information with students to reach the bilateral exchanges between the teachers and syudent. This paper research that English teacher give full play questions strategy to embody students' subject status, improve the English class teaching quality of questions, arouse the students' interest, and improve the student's enthusiasm and initiative in the classroom.
English course should be stressed in the further development of the students' integrated language skills, and on the basis of improving students’ bility on using English to obtain information, processing information, and analyzing or solving problems; especially, pay special attention to improve students' English thinking and expressing ability. And this goal is mainly realized through the relationship between classroom teaching teachers and students.
Introduction:
In the three months of training, there's always such a phenomenon in my English class teaching: when students can’t answer a question, I always put forward some problems, and try to use these problems to guide students to understand the first question. But the results will often be the oppsite to what I wish—teacher and students always get half the result with twice the effoets. How to ask the question effectively in class? This problem has been trapped around me. Putting forward a good question is the important link to enhance the validity of classroom questioning. "A teacher can ask good questions, thus he can teach well". We know that good classroom questioning have all kinds of fuctions, for example, strengthing the communication between teachers and students, stimulating the interest in study, enlightening the students’ thought, exercise the students’ expressing ability. So the effects of classroom teaching also depends upon the teacher questions skills in the very great degree. However, because of many reasons, at present in English teaching class, the role of question is far from enough. The poor effectiveness of the questions appear quite outstanding. For example, teachers ask too many questions so that the students are busy dealing with them and have no time to think them deeply. Teachers ignore the problem of elaborate design and organization lead to class into a situation of deadlock. And teachers pay less attention to create a questioning situation, which bring about the process lack of the conflict of doubt and cognitive stimulation, form students' false lively thinking, and weaken the teachers' teaching effect, etc. In short, there are exists serious problems in the classroom teaching: inefficient questions, questions of the low invalid phenomena, even appearing bad questions and error questions. All of these, to a certain extent, restrict the class teaching efficiency. Therefore, to strengthen the effectiveness of the classroom questioning deserve every teacher to take seriously.
Significance:
Effective classroom questioning is a point to default iproblems carefully for the teacher and on the basis of this, to build a good problem situation, togenerate the right questions, to guide students to think actively and participate in conversations, toachieve expected teaching target, and to reflecte and practice questions of the process on time. Effective classroom questioning can let the students make relevant, complete answer, stimulate the students' participation, stimulate and keep the learning interest of the students, inspire the students' thinking, help the teacher to check students’ ability to understand and grasp problems, stimulate students' participation in classroom teaching. Effective classroom questioning is one of the important methods to feedback, passes through in the classroom teaching, and affect the effect of classroom teaching directly.
However, for a long time, some teachers lack of research and exploration for English classroom questioning methods, strategies and principles, which make the class questions become a mere formality. it may appear to have asked the answer, in fact question lack of practical value, no quality, or it is "in vain question". This causes students to get a passive knowledge, think inactively, and take no inititive to ask questions. Therefore, it have a great significance for ensuring and improving the quality of classroom teaching to study the classroom questioning strategies and methods further and strengthen teacher's classroom the art of asking questions.
Problems:
(1)out-dated educational idea
Some teachers lack of the consciousness to regard students as the main body in the class. They often sing stand-up in the class and almost speak from start to the end. Quite a number of teachers are influnceddeeply by examination-oriented education. They aren’t really aware of the importance of questions. So they fail to understand the students’ need in question and feedback. These will not only influence the students’ comprehensive development in listening, speaking, reading and writing skills, but also ignore to raise students' English learning positive emotion. If things go on like this, the students will not take the classroom questioning seriously.
(2) backward professional level
Part of the teachers’ questions are vague, words are inflexible, sentence are drab. In asking questions, some of the teachers failed to grasp the pronunciation and intonation; and after getting students’ answer, they also lack of teaching talent and can't make timely corresponding feedback and give evaluation. Some teachers’ questions are weak relevant to knowledge. They don't know questions skills.
(3) the problem of understanding and operating
Part of the teachers’ classroom questioning is formalism, such as: the number of classroom questioning is excessive; a class almost become teachers' "questions show"; and the students rely on teacher's questions too much, and can not really get the opportunities to develope thinking ability. Common problem is layered of questioning. The questions can't step by step guide students further thinking. There are easily two extremes in designing problems: one is that the light levels of problems are too many, too overcharging, which cann’t let students get the opportunity to think. Two is that part of the problems are more cpmplicated and difficult. These are beyong the students’ ability. That dampen student's enthusiasm, cause the classroom to be depressing, and influence teaching process.
priciple
(1) scentific principle
Teachers have a full estimation to question. When designing problems, teachers should satisfy that the questions are consistent with students' physiological and psychological characteristics, and strive to meet the students’ need of different types and different levels. The teacher has to do their best to arouse the enthusiasm of each student. When asking the student to answer the question, they should take care of all students. Moreover, they teach students in accordance of their aptitude.
(2)purpose principle
Classroom questioning should have clear purpose. The design of the classroom problem must be guided by teaching goal. And the design must around in this class teaching key and difficulty. The question should be easy to effectively guide students' thinking and to achieve the teaching goal service.
(3)inspire priciple
The teachers should take advantage of questions to guide and inspire the students' thinking. Through their own thinking,they can find out the answer by themselves and acquire knowledge. Wethere the content of the questions is instructive or not, which is the decisive factor that can help students to ask questions.
(4)interest principle
Teachers' questions can cause the student interest, enhance the intrinsic motivation to study and stimulate the students' enthusiasm and creative spirit.
(5)gradual priciple
Classroom questioning must be in accordance with teaching needs, teaching procedure, and class structure elaborate design. It must follow and consider the students' cognitive structure. Questions must be carried on step by step, from easy to difficult, from apperance to inside. It should reflect the thought of teaching and accord with the students' cognitive sequence.
The design of the classroom questioning
(1)Classroom questioning should contact social life and close to the students’ life reality. Life is the source of knowledge. The new standard of learning specially advocate students' the emotional cultivation in the learning experience and activities. Real life materials and natural language exchange will close the distance to the students' life and English learning, students and teaching material contents, and the teacher and students. So the teachers can combine language background with teaching, establish real context to let the student carry out the real language communication. This can make students learn by doing.
(2)Classroom questionings’ difficulty must be moderate. Classroom questioning must conform to the students’ actual level. Too easy questions have no effect to exercise the students' thinking ability and oral experession. Too difficult questions are easy to damage the students' self-confidence, so that the students from fear psychology. Gradually, the student will try to avoid and no longer actively think the teacher's question.
(3)Classroom questioning should have to pay attention to the scene, and enhance the interest of quertions. Teachers ask the questions in the set scene, and to sum up, that means to ask what they look, ask what they hear, ask what they read, ask what they think, and ask what they do. Teachers should let students to see, to hear, to say, to think. Teachers should be trying to enrich the students' expression, create the atmosphere and effective method to question and answers, enhance the interest in question, and let students think actively into the learning process.
(4)Question flexiblely stimulate student's study enthusiasm. Modern cognitive psychology think, causing the imbalance of students' cognition can arouse students' curiosity, and arouse their interest in study.
(5) Design questions from the students’ "learning" perspective. The design of the problems with the combination of students' interest, hobbies, meet the psychological and cognitive characteristics, and close to the student's life reality. The best language input is things and thoughts around learners because these knowledge and the concept could arouse student's interest, resonance and participation enthusiasm.
Skill of questioning
(1)Reasonablly grasp the opportunity of question and the time of answering the questions. The teacher should first put forward problems, and provides enough waiting time to let the students think, then specifies the student to answer. If the teacher first call student, then ask, therefore the other students will do nothing. And waiting time will affect the quality of student’s answer and the attitude of the problem. For the certain difficulty problems, or students who answer problem is low level, the techer offer the right waiting time can make students have the opportunity to collect and organize information, carry on the reasonable sum-up, improve the accuracy of answer, and enhance the confidence of answering problem.
(2)Ask the questions according to the student level layered. Diffirent student have diffirent level in their intelligence, knowledge, ability, reaction speed, so the teacher putting forward and arrangingthe questions should pay attention to the questions of the different levels and the different level of students. In addition, the teacher should attend to the query range and try to cover the whole class. Don't always ask several same students. Some teachers ask the questions regularly, for example according to the order of seat or students’ number. As time passing, the students master the law. They could guess the next question who answer. Other students might not have actively participate in. Therefore, the teacher must pay attention to the reasonable allocation and let students have opportunities to exercise , to cast.
(3)Questions should be asked in diversified way. Middle school students’ personality is distinct. They have active thinking, and have better ability to accept new things. when asking the questions, the teachers should not be limited to a kind of expression, but use different ways to ask the same question and try to increase students' language input.
(4)For students’ answer, the teachers should give an appropriate feedback. Students answering questions is a kind of self-expression behavior. They look forward to others' value and care. Listened by the teacher for them is a great encouragement. If the teacher asks a question with the blame and threat approach, and it will increase students' psychological burden, cause fear and influence classroom atmosphere and students' enthusiasm to participate in. The teachers should be friendly, repeatedly, relaxed when ask students some questions. The teachers also should try to use expressions, gestures and body language, etc. If students’ answer is very complete, the teacher should be sure to give the proper endorse. If students’ answer is not complete, the teacher should be sure to give the correct part, to enlighten the deficiency, and to give inspired, or please the other students to correct, to add. When students’ answer is incorrectly, the teacher should not laugh at them and also can't give negative deny, but use a positive attitude to encourage students’ efforts.
(5)Control frequency of questions cleverly. Teachers should, according to the teaching contents, seize the knowledge of the key points and difficulties, design a moderate amount of problems, and control frequency of questions cleverly. If questions are too few, the learned information can not be covered comprehensively, which don’t favor the students’ learning and mastering knowledge. If questions are too many, it not only waste time, but also will cause students follow the general trend, make that the class teaching emphasis is not outstanding and the difficult can’t be dissolved, which restricted teaching goal in the end.
conclusion
Classroom questioning is one of the main form in the heuristic, inquiry teaching of classroom instruction, is the core of the effective teaching, is the the means that teachers often use. Teachers should carry a correct understanding of the classroom questioning, strengthen the research of effective questions, and master the skill of questions. And the teacher should ,on the basic of understanding students fully and through questioning effectively to stimulate students' interest in study and learning motivation, enhance students learning self-confidence and initiative and make them participate in classroom activities actively in order to get the best teaching effect.
References:
《课堂提问的艺术—发展教师的有效提问技能》
《学与教的心理学》 华东师范大学出版社 邵和珍
《英语教学策略》 外语教学与研究出版社 王笃勤
《课堂教学论》 江苏教育出版社 袁金华