论文总字数：31175字

摘 要

课堂提问是英语课堂教学中很重要的一个步骤。它也是教师提高学生思维能力和向学生传授知识的重要手段。在教学过程中，提问是教师常用的教学技能，以达到和学生沟通的目的。它在教师教学过程中具有重要的意义和作用。在本文中首先讨论不同类型的问题，然后讨论教师在英语课堂中使用提问的不同方式。其次，讨论了课堂提问的现状：教师在教学上花费了太多时间，课堂上提问的单一形式以及课堂提问的单一目的。第三，本文讨论了英语课堂提问的对策：开放式提问，激发学生的创造力，创造问题情境，激发思维能力，树立问题的完整性，推动思考。最后但同样重要的是，作为一名英语教师应该将提问与学科的特点结合起来，更加注重培养学生的思维能力，而不仅仅是关注知识教学。

关键词：英语课堂提问；思维能力；课堂提问存在的问题；解决措施；

Contents

1. Introduction １

2. Literature Review １

3. Classification of Questioning ２

3.1 Students’ thinking and classroom performance improving ２

3.2 Students’ language level in asking questions ２

3.3 Classroom questioning design ３

4. Existing Problems in Classroom Questioning from Teachers ３

4.1 Too much time spent in classroom teaching ４

4.2 The simple facet of questioning in class ４

4.3 The plain purpose of questioning in class ４

5. Suggested Solutions to illogical Questioning in English Class ５

5.1 Open questioning and creativity inspiring ５

5.2 Problem situation creation ６

5.3 The Establishment of problem integrity ７

6. Conclusion １１

Works Cited １３

1. Introduction

The New English Curriculum Standard states: Emphasis on the curriculum from the students" interest in learning, life experience and cognitive level, advocating experience, practice, participation, cooperation and communication in learning methods and task-based teaching approaches. It also stresses that we should develop students" comprehensive language skills, so that the process of language learning can help students acquire a positive emotional attitude and encourage them to be bold in thinking and practice. Meanwhile, modern teaching theory points out that students" thinking process often starts from the problem, and the problem is usually the root cause of learning. Because of these problems, students are encouraged to think more and explore something unknown. So asking questions is the key to opening the door to students’ thinking ability. Effective classroom questions can make students’ thinking active and creative. The paper is about how to stimulate students" thinking from the English classroom questions, guide students to express their thoughts and thoughts in the mind with fluent English, and cultivate students" ability to think and do things in English. This topic attempts to use the primary school English classroom as the premise background to reveal the current situation of the classroom questions, existing problems, and some methods and principles to stimulate students" thinking with questions.

2. Literature Review

With the implementation of the new curriculum reform concept, the important role of teachers in teaching has become the motivation and ideas for cultivating students to actively explore problems, and to exert the enthusiasm and creativity of students" thinking. Classroom questioning is one of the most basic and important forms of bilateral activities for teachers and students in school English teaching. Teachers should carefully design problem situations, trigger students" excitement, stimulate students" initiative, and cultivate students" innovative consciousness. In today’s study of questioning, people focus on the next three aspects.

3. Classification of Questioning

3.1 Students’ thinking and classroom performance improving

The classroom which meets the requirements of the new curriculum concept is constantly pre-set and generated. When the teacher"s teaching design contradicts the students’ understanding, mastery and application of the teaching materials, the teacher needs to understand the actual knowledge of the students. Through the questions, the teacher can understand whether the student has mastered the language, grammar, vocabulary, background knowledge and other aspects of the course. Effective questioning can help teachers obtain feedback on the student"s learning status, reflect on whether their teaching objectives, means, and methods are accepted by students, adjust classroom teaching in a timely manner, and improve classroom teaching efficiency.

3.2 Students’ language level in asking questions

When asking questions, students should be kept in a good state of excitement. Teachers should find the answers of the questions with the students, and should not ask questions with the tone and attitude of the command. The psychological factors of students and atmosphere in the classroom play an important role in answering the questions raised by the teacher. The questions asked should be directed to all students. If the questions and answers are only designed to meet the middle-level students, the excellent students and the poor students will be less interested in English, which will have a negative impact on the foreign language teaching of the whole class. The problem should be generally adapted to the student"s oral level. If you need to ask long and difficult questions, you can divide it into several short questions which are related to each other. For example, in the stage of teaching new knowledge, the teacher asks the students to answer the questions related to the content of the text. If the sentence is long, we can divide it into several short sentences. In this way, the students can omit the original sentence or answer according to the original sentence. Pay attention to the correct way to ask questions. First, leave enough time for students to think after asking questions. Even if a few students have raised their hands, teachers should wait patiently so that students can be given more opportunity to consider. Secondly, when students answer questions, teachers can guide them and give some encouragement. If the students’ answers are completely correct, the teachers should give the students some rewards. With rewards, the students can fully enjoy the joy of answering questions correctly. If the students are not completely correct, under the premise of not hurting students’ self-esteem, the teachers can put forward suggestions for improving the answers, so that students are willing to accept and improve their thinking ability.

3.3 Classroom questioning design

English teachers should carefully design questions based on the teaching objectives, teaching content, key teaching design and organizational teaching questions, clear the way and purpose of asking questions before class. Questions about the design should be carefully selected, and the problems which are not closely related to the teaching content should be kept to a minimum to avoid wasting time for teaching activities. The content of the question should meet the age characteristics and cognitive level of the students, pay attention to the students" emotional attitudes, and make the students feel able to answer and generate a positive attitude that they are willing to think within the scope of the students" existing knowledge and experience.

4. Existing Problems in Classroom Questioning from Teachers

Today"s college English classroom is still the main place where most students use English. This requires teachers to pay attention to the proper use of language skills and questioning skills in the process of organizing classroom teaching and language communication, and improve students’ thinking ability in a timely and appropriate manner. But classroom questioning still exists many problems in English class in schools.

4.1 Too much time spending in classroom teaching

At present, our domestic English teaching is basically a traditional teacher-oriented model. Students lack the time to speak English and communicate with teachers in class. Many surveys have also revealed that class time is still centered on teacher teaching. Students have less opportunity to take part in activities and share ideas with other students. There is less communication between teachers and students, which makes students" language communication ability and thinking ability not available to be effectively cultivated. In this way, students are not concentrated in the lectures, the attention is easy to disperse, the classroom teaching is boring, and the teaching effect is not obvious.

4.2 The simple facet of questioning in class

Now questioning is often used in the classroom teaching. But many teachers require students to answer questions quickly without full consideration. The time for students’ independent thinking is too short. For example, when we teach the lesson “In Class”, many teachers let the students read the passage directly and after reading, they will show some problems on the screen and ask students to find the answer in the text. Once the students encounter problems that they cannot answer, teachers are eager to give students answers because they have to catch up with the teaching plans and progress. Slowly students think that there is no need to think, and also lose the opportunity to express themselves. Even worse, they may think the teacher will give the result and eventually lose interest in the teacher"s question.

4.3 The plain purpose of questioning in class

Now the purpose of the class is plain. Some teachers question just because they are trying to stop the violation of discipline or just to strengthen the memory. This is a bit sloppy in asking questions. Some questions are even invalid questions, it doesn’t mean a lot to students’ language improvement. The possibility is very small. In addition, most English teachers live in China since they were born. They lack opportunities to communicate with native English speakers. As a result, English is not authentic and pronunciation is inaccurate. The English class is still mainly Chinese teaching or Chinese-style teaching. It is simpler to ask questions, which also has a negative impact on the students" ability to improve their classroom communication.

5. Suggested Solutions to illogical Questioning in English Class

The effective input and effective use of English classes is very important. But the questioning in the classroom is more and more important nowadays, so we should find some new ways of questioning when teaching. Teachers should focus on skills and patterns that combine effective teaching and cultivating students" thinking skills to enhance students" resilience and language skills after they move to society.

5.1 Open questioning and creativity inspiring

The English Curriculum Standards focuses on the development of students" English practical ability in teaching content and teaching, with special emphasis on understanding and expression, thinking and imagination, as well as the ability to solve problems. The open-ended questioning refers to the way in which the teacher conducts an understanding, analysis, and comprehensive evaluation of the content of the course in the classroom teaching. Relatively closed questions require students to use the knowledge they have learned to think, imagine, organize and express. It has no correct answer, and don’t have the only answer, giving students enough room for thinking and expression. Open questions can better train students" comprehensive English quality, stimulate students" desire to express and broaden students" thinking. In primary school English classroom teaching, attention should be paid to the knowledge background, cognitive ability and emotional experience of primary school students. From the student"s point of view, designing an open-ended question is appropriate for the level of understanding and language expression of primary school students. For example, Oxford English (Shanghai Edition) 4BM2U3Earth Hour lesson, students learn the discourse about how Alice, Kitty and Sally spend Earth Hour, the teacher finally asked the questions ‘when the Earth Hour comes, what can you do?’ The teacher can ask students to work in groups to find answers. They can also take the form of interview to have a discussion. Based on the language knowledge of the course and the accumulated language of the students, the students can output chat with my parents, enjoy a fairy tale, sing a song, look at the stars, go walking with my dog. For example, in 4AM2U3 , ‘The lion and the mouse lesson’, this lesson is a fable story. On the basis of the textbook, the students can design the character dialogue to make the emotions more full. The teacher can guide the students in the context through the motivation of the problem. Unfold the wings of imagination, divergent thinking, combine your existing knowledge, express your own opinions, and let them form their own dialogue. The classroom teaching fragments are as follows:

Q: The mouse saves the lion. Now you are the lion, what do you want to say to the mouse? (show students a picture of the story on the screen)

S1: You are very kind, Mr Mouse. Thank you.

S2: You help me. You are my friend, Mr Mouse.

S3: You are very brave, thank you very much.

S4: Let"s play together, Mouse, How happy!

S5: You are small, but you are brave. You help me. You are my good friend.

These problems are to give the right of speak to the students, so that students can think through the questions and develop their ability to think in English. Students creatively integrate knowledge and language expression to stimulate their creative thinking. Students collide with the spark of wisdom in communication, experience real emotions through language expression, and enrich the learning experience to perform personalized creation.

5.2 Problem situation creation

The problem situation is a situation in which students raise curiosity and desire to learn through the questions raised. Cleverly design the problem situation, let the students become the real learning subject. When students are curious, they may be more interested in the class. Taking Oxford English (Shanghai version) 5AM4UI The journey of Drizzle as an example, the teacher first appeared the process of droplet evolution cycle, using image method to combine textbook information with life, and paving the way for text background to lead the topic Journey of Drizzle. Naturally, the teacher raised the question of How? (How does the little water drop get to the cloud?) Why? (Why does the little water drop fall down as rain?). The presentation of the two questions is not for the students to answer in the first time, but the teacher is centered on the students, throwing questions and causing thinking. Let students learn with problems, and the design of the questions is more instructive. Let’s take another example, in the 5AM4U3 Fire Safety class, the teacher taught the key sentence of the class: For fire safety, what mustn"t we do? We mustn"t smoke. We mustn"t play near fires. We mustn"t start campfires. We mustn"t play with matches. Students can skillfully use this sentence through this questioning pattern. And then the teacher asks a question for development, if a fire starts at home, what should/ shouldn"t we do? Students should answer: We should call 119. We should go out quickly. We shouldn"t take money. In the process of answering questions, they are in the process of thinking fully, integrating their linguistic knowledge and common sense to the pragmatic output. In the context of such a problem, the teacher teaches the questions of “If a fire starts at home, what should/shouldn"t we do?”, which is based on the student"s answer. This question is designed to inspire students" thinking while at the same time the teacher can continue to explain under the circumstance of the question and inspire students to explore knowledge.

5.3 The Establishment of problem integrity

(1) KWL strategy to stimulate active learning

KWL refers to the three questions of “What I know? What I want to know? What I learn?” When students encounter new knowledge, they will naturally be associated with past experience and knowledge, and assimilation and compliance will establish an understanding of new knowledge. Such a questioning strategy is more likely to stimulate students" interest and motivation, so that they can actively acquire knowledge and drive the development of thinking. For example, in the Oxford English 4AM2U3, the lion and the mouse class, the story teaching of this lesson is suitable for the KWL questioning strategy. At the beginning of class, the teacher showed a picture of two protagonists, letting the students talk about their understanding or feelings. This is a review of the knowledge system of ourselves in language knowledge. In the discussion, students can also promote the thinking of the content of the story and the teacher can stimulate the curiosity of the students. This “What I know” session is designed to inspire students to think about themselves. Under the guidance of the first link, the teacher asked the students to ask “What I want to know?” Under the influence of some picture scenarios, the problem is more concentrated in “Are they friends?” With this question, the story teaching begins, and the learning process revolves around the resolution of the core problem. After learning the story, the teacher asks what can you learn from the story ? Then we enter the final stage. Through the preparation of some auxiliary texts and student discussions, students can have their own knowledge of the story and express their opinions in simple language. In this process, students will have some grammatical errors, and teachers should affirm their attitudes with a tolerant attitude and help them express. These three questions are from the old to the new, and the whole is coherent. The construction of knowledge is extended, thinking develops in the advancement of problems, and is active in the consciousness of active participation.

(2) Improve language content around unit themes

On the basis of the overall textbook concept around the theme and unit, the classroom questioning are used as the carrier between the single lessons, and the close connection is achieved. The spiraling of language knowledge is conducive to the rational cognitive construction and the development of thinking. Promote the development of integrated language use. Take the Oxford English (Shanghai version) 5BM3U2 Weather as an example. In the first lesson, students can correctly read core words such as cloud/cloudy, sun/sunny, rain/rainy, wind/windy, Snow/snowy. Students are able to express functions that describe some weather. Such as “The wind blows the plants down. The sun makes the plants strong and the like.” Design “the weather I like” second lesson topic on the pragmatic basis of the first lesson. The core question of this lesson is “What weather do you like? What weather don"t you like? Why? ” This question is based on the continuation and development of the first lesson, under the theme of weather reflects the spiral of language knowledge. The students can naturally answer “I can"t like foggy days, because I can"t see clearly on foggy days. I like sunny days, because 1 can go on an outing. I like windy weather, because I can fly.” On this basis, teachers in order to let students have further thinking and deeper emotional experience in the language, by letting students choose professional experience farmer, pilot, fisherman, person who sells umbrella to make more progress to answer What weather do/don"t You like? Why? The problem is deeper and deeper, and the new and old knowledge and experience are connected and developed between the single lessons under the unit. The language drives the emotional experience of different people like different weather, because they have different things to do.

(3) Establish problem gradients and promote pragmatic development

Psychologists point out that the process of thinking is a clear and logical process of thinking, and it is also a process of understanding that is constantly changing from one link to another, from shallow to deep and from small to many. Therefore, in the classroom questioning, the design problem can be from shallow to deep, from point to face, from easy to difficult, from the process of receiving the gradual progress.

For example, in the teaching of Oxford English 5BM2U1 “Healthy or unhealthy” teachers have designed such a series of questions around the theme: 1. What do healthy children eat? 2. What about healthy children do? 3. What about unhealthy children? 4. How to keep healthy? A series of problems embodies the gradient design. The problems form a connection between the other problems. The former problem is the basis of the latter problem. The latter problem is the deepening of the previous problem. In the question, students are encouraged to think step by step, enrich information and establish a language foundation, and infiltrate critical thinking in the whole of the problem of healthy or unhealthy.

Let’s take another example, in the class of Oxford English 5AM3U1, a visit to Ocean World, the teachers in the class designed a series of progressive questions: 1. How can Kitty and her family go to the Ocean World? 2. Why do Kitty"s family take the Tour bus there? 3. What do they want to see there? 4. Can you make a visiting route for Kitty and Tom? 5. How can they go to the shark aquarium? 6. Do both children like sharks? Why or why not 7. Why is Kitty afraid? 8. Why is Tom excited? With the thinking process on these issues, the pragmatic development of the students is advanced. In the end, students can dismantle the problem bracket in the advancement of step by step, express their ideas smoothly in English, and promote English thinking, so that the pragmatic ability can be truly developed.

(4) Build a problem framework and organize ideas

Classroom questions use the form of mind maps to image ideas and knowledge structures, giving students a picture version of the outline, which plays a significant role in the memory and understanding, organization and induction of students. The problem is summarized into the outline of the speech, which is a draft of the student"s thinking, paving the way for the pragmatic output of the student. Students use the outline of the problem to sort out ideas, and the pragmatic output will be more hierarchical and organized.

Take the example of “Who am I”, the core problem of this lesson is “Who am I”. After learning about Jerry"s discourse, the teacher first formed an invisible circle map with Jerry"s six roles to help students become familiar with the core vocabulary identity. And then they Design three sub-questions through the first paragraph of text: “What do you like doing? How can you do? How do you feel? “These three questions are not only a form of language expression, they also let students feel the meaning of the language, and answer the question “Who am I?” The teacher used these three questions in the form of a circle map to create a question frame as a fulcrum to help students organize their ideas, organize information and then divergent thinking. By answering the information of the question and the classification of the circle map, a logical connection is established between each other, thereby promoting the recognition of self-identity. The students’ answers can help us understand this.

SI: Who am I? I"m a child. I"m Mum and Dad"s good boy. I like reading newspaper with mum, I like flying kites with Dad. I feel warm in their arms.

S2: Who am 1? I"m a friend. I like playing with my friend. We can watch TV together. We feel very happy.

S3: Who am I? I"m a painter. 1 like drawing pictures with my Dad. I can paint many things, such as animals, people and houses. We often have a good time.

(5) Enrich the form of questioning and break the mindset

The traditional classroom questioning is that the teacher asks the student to answer. The single questioning mode ignores the two-way communication between teachers and students and the multi-directional communication between students, which makes the classroom atmosphere slightly dull. It cannot help students take charge of the class and be more active. It is not allowed to participate in thinking more actively and in a wider range. It is not conducive to stimulating students’ excitement and making their thinking easy to move towards stereotypes. Classroom questions should not be limited to the form in which students only answer the questions. The form of questions can be rich and varied. It should not be limited to the form that the teacher’s questioning the student’s answer, it can also be a student"s question and the student’s answer. Students use their own search for questions to extract information and make their minds active. It is also possible to ask questions in a contest to encourage students to think more active and be willing to use their noodles.

For example, in the class of Peter’s Orange party, the teacher asks “What is an orange party?” Then many students put their hands to answer the question you can bring some orange things to the party. You can wear orange clothes. What can things ask you to bring? What orange Clothes can you wear? And let the students start in the form of boys and girls competitions. The students rushed to express (an orange) balloon /cake /hat /sweater /robot /kite /mask /toy bear /picture... a tin of Fanta. In the incentive to open the students" thinking, activate the old knowledge. Stimulate the students" participating enthusiasm from different forms of questioning, thus active thinking.

6. Conclusion

Good classroom questions can really be beneficial to students" thinking development, but teachers should keep it in mind that questioning is based on the student"s language level. Primary school English teaching needs to face the situation where the accumulation of students" language is relatively small and there are great restrictions on language output. Therefore, in the design of primary school English classroom questions, teachers need to allow students to consider the language foundation and pragmatic basis. The question should be from the student"s point of view, the problem must be in line with the student"s language level, and the problem scene cannot be separated from the student"s life experience. The cultivation of thinking ability still needs to serve the function of pragmatic output. We cannot blindly consider the imagination of students, it is also necessary for teachers to give students enough space for thinking and expression, and try our best to make up for the lack of students" language accumulation.

In short, the current teaching of English courses can not only stay in the teaching of knowledge transfer and skills, but also should focus on the acquisition of students" learning strategies and the training of thinking ability. Teachers should stimulate students" thinking ability through effective classroom questions. Thereby, students" thinking experience can be enriched. Let the students be the masters of the classroom, this is the meaning of quality education. As an English teacher, we should focus on the characteristics of the English subject and pay attention to the cultivation of students" creative thinking ability. I believe we can make our English classroom a good place to cultivate students" innovative consciousness and creative ability.

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