Abstract Teacher questioning is regarded as the core of effective teaching。 Investigating the status quo and teaching efficiency of teacher questioning is of great significance to improve the teaching quality of English reading teaching。 This research mainly analyzes the status quo of teacher questioning in English reading class of senior high school, and tries to find the problems about teacher questioning in classroom teaching practice。 The study also changes the formal attitude which concerns that questioning is only related to teachers。 Instead, it comes to further discussion about teacher questioning from the perspective of teachers and students。 

This research mainly adopted classroom observation and interview to study the problems in teacher questioning of English reading class in senior high school。 According to the teacher-student interaction centered on the problems, the study tries to know the deficiencies in teacher questioning。 The paper provides effective suggestions and better questioning strategies on how to employ teacher questioning, which can improve the teaching quality of English reading class in senior high school。93429

Keywords: senior high school; reading class; teacher questioning;   questioning strategies

摘要 提问被认为是有效教学的核心，调查研究英语阅读教学中教师提问现状及其教学效果对于提高英语阅读课的教学质量有着非常重要的意义。本文主要着眼于高中英语课堂教师提问现状，试图发现在课堂教学实践中关于实现有效提问存在的问题,改变以前从教师的角度研究课堂教师提问的方式，转而从学生和教师的角度对教师提问进行进一步讨论。

本文主要采用课堂观察和访谈的方式来探究高中英语课堂教师提问的问题，根据围绕问题进行的师生互动情况，了解教师提问目前存在的不足，并据此提出有效建议，找到更好的提问策略，提高高中英语阅读课堂的教学质量。

关键词：高中；阅读课堂；教师提问；提问策略

Contents

1。 Introduction 1

2。 Literature review 2

2。1 Definitions 2

2。2 Previous studies of teacher questioning 2

2。3 Relevant researches abroad and at home 4

3。 Methodology 5

3。1 Research objective 5

3。2 Research subject 5

3。3 Research instruments 5

3。4 Data collection and analysis 6

4。 Problems in Teacher Questioning 6

4。1 Problems in teacher questioning from the teachers’ point of view 6

4。2 Problems in teacher questioning from the students’ point of view 7

5。 Applications of Teacher questioning in Reading class 8

5。1 Designing appropriate questions 9

5。2 Providing enough wait-time for students 10

5。3 Providing appropriate feedback for students 10

5。4 Developing students’ interests in referential questions 11

5。5 Cultivating students’ confidence 12

6。 Conclusion 12

Works Cited 15

1。 Introduction