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摘 要教师课堂提问传统上被认为是教师话语的重要组成部分和有效教学的核心。有效课堂提问可以鼓励学生给出相关和全部的答案。它可以活跃学生的思文，发展学生的认知。有效课堂提问取决于教师提问策略的使用。近年来，越来越多的中国学者意识到了课堂提问的重要性，并且对此做了一些研究。这篇论文主要讨论了教师课堂提问的重要性，并对中外教师所使用的课堂提问策略进行比较。另外，这篇论文也提出一些有效的提问策略，这些策略是中国教师应该学习的。教师应该做到终身学习，不断地提高教学技巧，教学策略，教学能力，特别是提高课堂沟通能力，这是教师专业发展的基础。19079
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关键词：课堂提问策略；教学能力；中外英语教师
Abstract
Teachers’ questioning has traditionally been viewed as an important component of teachers’ talk and the core of effective teaching in context. Effective questionings in classroom can encourage students to give relative and complete answers. It can activate students’ thought and develop their recognition. Effective questions depend on the strategies used by teachers. In recent years, a growing number of scholars in China have come to realize the importance of classroom questioning and made some research about it. This paper mainly talks about the importance of teachers’ questioning in class and discusses the comparison of questioning strategies used by Chinese teachers and foreign teachers. In addition, it also shows some effective questioning strategies the Chinese teachers should learn. Teachers should keep studying for all lives, and improve their own teaching skills, teaching strategies and teaching capacities constantly, especially classroom communication skills which are fundamental for the teaching profession.
Key words: classroom questioning strategies; teaching skills; English teachers in China and foreign countries
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. The Principles that Classroom Questioning should Follow 2
2.1 The Principle of Being Scientific 3
2.2 The Principle of Ideology 3
2.3 The Principle of Elicitation 4
2.4 The Principle of Interest 4
2.5 The Principle of Being Bilateral 4
III. Comparison and Contrast of Chinese and Foreign Teachers' Questioning strategies 5
3.1 The Distribution of the Amount of Questions 6
3.2 The Ways of Questioning 7
3.3 The Forms of Question 8
3.4 Different Length of Wait-time 9
3.5 The Ways of Seeking the Answer to the Problem 10
3.6 The Evaluation Attitude to the Answers 11
IV. The Good Strategies Chinese Teachers should Learn 13
V. Conclusion 14
Bibliography 16
Acknowledgements 17
Comparative Study on Chinese and Foreign Teachers’ Questioning Strategies in Class
I. Introduction
In second language classroom, the language, whether it is English or another language, is the medium through which teachers teach, and students demonstrate what they have learned(Johnson, 3). Raising questions is one of the most common teaching activities in the English classroom and the quality of questions directly influences the classroom activities. The effective questions depend on the questioning strategies which are adopted by teachers. Classroom questioning can continuously draw the attention of students and enable students to actively participate in teaching activities. Modern teaching theory advocates that students should participate in teaching activities and it is the joint performance between teachers and students. Questions can stimulate students’ learning motivation. Since answering the questions is for all students, it reflects students’ level of knowledge and ability; therefore, students always want to get praise and self-respect in answering the questions. This sense of competition forces students to think about the problems and make full preparations before class and read more books to broaden their knowledge. In a word, asking questions develops students’ learning desire. Classroom questioning can help teachers find out how much knowledge students have grasped and then improve their teaching. Students, on the other hand, will learn what their weak points are and then study harder. Since China’s entry into WTO, China has more interaction with the rest of the world, economically, politically, culturally. English, as a language tool, is called for on various occasions. Although an increasing number of talents with good ability of English are summoned, it seems that the demand is far away from being satisfied. As we all know, even though most Chinese students have learned English for more than ten years when they graduated from college, they still remained deficient in the ability to actually use the language and communicate with English fluently. As a matter of fact, the blame can’t be put on where else but on English teaching. Because, for most Chinese English—learning students today, the main places for them to learn are in the classrooms, which are places for them to improve their language competence and communicative competence. To be more specific, the quality of language teaching decides students’ language learning to some extent. However, language teaching is time consuming and low efficiency (Dai Weidong, 1). In view of that, in recent decades, there has been the English teaching reform. People come to realize that the ultimate purpose of language learning is for the daily communication, and classes are characterized by the interaction between teachers and students. In second language classrooms, where learners don’t often have a great many of tools, your questions provide necessary stepping stones to communication (Brown, 1994). In other words, the quantity and quality of teachers’ questioning can influence and even decide the result of students’ language acquisition. Due to the importance, teacher questioning has been the focus of research attention in language classrooms for many years (Nunan, 192). However, the current researches of teachers’ questioning in China focus more on discussions of teachers’ questioning, less on empirical studies. What’s more, the few empirical studies direct the attention just to Chinese teachers. The reason to write this paper is to find out some differences of questioning strategies used by Chinese and foreign teachers by making a comparison and contrast of their questioning strategies.