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ries of dialogues, such as questioning and arguing,are used to help students explore what is the correct knowledge.As early as 1912, Stevens, an American psychologist, did a systematic research onteacher questioning. He found that the teacher’s questions in class and the students’answers accounted for about 80% of the class time. The teacher asks 2 or 4 questions perminute and the questioning is the core of effective teaching.The research of western teachers’ classroom questioning system has not beeninterrupted since 1960s. Since 1970s, teacher questioning has become an independent fieldin the study of second language acquisition. More and more researchers begin to explorethe teacher classroom questioning from different angles, such as the classification,strategies, waiting time and teacher’s feedback and so on.
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Chapter 3 Research Design and Data Analysis.....17
3.1 Research Questions.......17
3.2 Research Participants.... 17
3.3 Research Method...........18
3.4 Data Collection and Analysis..........19
Chapter 4 Suggestions on the Effective Classroom Questioning.....36
4.1 To Improve Teachers’Attention to Effective Questioning...........36
4.2 To Use Different Types of Questions.......37
4.3 To Improve the Quality of the Question............39
4.4 To Extend Waiting Time.........39
4.5 To Give the Students Effective Feedback......... 40
Chapter 5 Conclusion........42
5.1 Major Findings.....42
5.2 Limitations and Suggestions for Further Research....43

Chapter 4 Suggestions on the Effective Classroom Questioning

As is analyzed previously, the results of the survey give us a general understanding ofthe current English teachers’ classroom questioning in high school. Although teachers oftenask questions in class, there are a lot of problems in terms of effective classroominteraction. Asking questions, they should pay attention to the strategy and withoutconsidering strategy, questions are invalid questions. The strategy is used to guide teachersto decide what kind of questions to ask in class and it provides a framework for interactingwith students. Without the strategy, the discussion may become a series of simple problemsthat lack coherence and purpose. Therefore, it is absolutely necessary to design and selectthe proper strategy. This chapter will give an exploration of some effective ways ofimproving English teachers’ classroom questioning.

4.1 To Improve Teachers’Attention to Effective Questioning

Through classroom observation and teachers’ interviews, we find that some teachersare not aware of the importance of the question. They just rely on the random questions inthe classroom and did not prepare for the questions carefully before class. To improve theeffectiveness of classroom questioning, teachers should first establish the subjectconsciousness, update teaching concepts and improve their own quality in order to designand create valuable questions. The effective question is not only an important way forteachers to improve the effectiveness of teaching, but also an important way to cultivatestudents’ innovation consciousness and improve their autonomous learning abilities.Teachers should be aware of the importance of effective questioning, whether it is from thestudents’ thinking process or from the realization and generation of goals.In the teaching activi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。