Bei Sun

The English Curriculum Standards for General High Schools(2017 Edition,Revised in 2020)emphasizes that teachers should use questioning to monitor and evaluate students’ understanding of the deeper meanings of texts.Effective classroom questioning is a crucial pathway to cultivating students’ core English competencies.However,practical classroom teaching reveals issues in teachers’ questioning strategies.This study clarifies the concepts of classroom questioning and high-quality lessons,analyzes data from exemplary teaching cases,and concludes the following:In high-quality high school English classrooms,(1)teachers primarily ask comprehension and memory-based questions;(2)the wait time after questions is relatively long;(3)teachers predominantly provide positive feedback after student responses;(4)questioning techniques tend to involve follow-ups and prompts;and(5)voluntary student responses dominate classroom interactions.

High school English; Teacher classroom questioning; High-quality lessons

[1] Wang Yao.Analysis and Strategy Research on Interactive Teaching of Quality Courses and Beginner Courses in Geography Based on Improved FIAS[D].Gannan Normal University,2023. [2] Liu Liu.Analysis of Teacher-Student Q&A Behavior in High School Information Technology Teaching Videos Based on IRF Discourse Structure[D].Anhui Normal University,2023. [3] Bai Xiaoman.A Study on Teacher-Student Interaction in High-Quality Junior High School Mathematics Classes Based on Video Analysis[D].Henan University,2020.

点击下载PDF