The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different ...The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.展开更多
Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. ...Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. However, in the actual teaching process, there are some problems such as over-formalization, which will affect the teaching quality. Therefore, it is necessary to explore the art of questioning in primary Chinese classroom teaching. In primary school Chinese teaching, classroom questioning is an important link. By asking questions, teachers can master the students learning situation and the places where students still have problems, so as to facilitate teachers to adjust the teaching content in time and improve the pertinence of teaching. However, according to the current practice of Chinese teaching in primary schools, teachers have not really brought the value of questioning into play, so that there are some deficiencies in classroom questioning in Chinese teaching. Under this educational form, it is necessary to explore effective questioning methods in Chinese teaching in primary schools.展开更多
We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed Di...We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed District D,less developed District F,and developing District M.The study uses the stratified sampling method to choose from three different groups of teachers,namely novice teachers,competent teachers,and experienced teachers,by way of video case analysis,the Item Response Theory(IRT)model method,and the inductive and deductive method,to analyze the characteristics of teachers’classroom questions.It was found that:(1)In terms of open questioning,all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers.In middle schools,novice teachers’open questioning tendency is significantly lower than that of qualified and experienced teachers;(2)From the quantitative study of three kinds of tendencies,the lowest level of the three tendencies in the classroom questions is problem-solving;(3)In the three districts,the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions,while in the middle schools,novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions.The results of the big data analysis enable us to draw a conclusion about teachers’value orientation regarding questioning in class.At present,they pay attention to the local value of classroom questioning,but ignore the overall value;pay attention to the instrumental value of classroom questioning,but ignore the objective value;and pay attention to the superficial value of classroom questions,but ignore the underlying value.展开更多
Based on personal observation and students’ self-reports, this article studies the characteristics presented by students in answering questions. It is found that Chinese culture plays an important part in explaining ...Based on personal observation and students’ self-reports, this article studies the characteristics presented by students in answering questions. It is found that Chinese culture plays an important part in explaining their specific behaviors. Hence, in order to lessen the negative effect of it, the author offers her own suggestions.展开更多
Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is t...Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.展开更多
Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK a...Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.展开更多
Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK a...Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.展开更多
Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this ...Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this essay,the author researched on previous theories and peer studies on questioning,in accordance on the specific situation of our college,trying to figure out how to improve the questioning behavior in the class.展开更多
As a distinctive professional language,teacher's language deserves a linguistic analysis.By class observation and interview,the article aims to analyze the feature of teacher talk in EFL class from the perspective...As a distinctive professional language,teacher's language deserves a linguistic analysis.By class observation and interview,the article aims to analyze the feature of teacher talk in EFL class from the perspectives of discourse,the way of offering questions,feedback and so on.Finally,the author concludes the study with some suggestions to make teacher talk more effective.展开更多
文摘The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.
文摘Primary school Chinese is an important subject to cultivate students cultural quality. Questioning teaching can improve students thinking ability, expression ability and promote students to form Chinese core quality. However, in the actual teaching process, there are some problems such as over-formalization, which will affect the teaching quality. Therefore, it is necessary to explore the art of questioning in primary Chinese classroom teaching. In primary school Chinese teaching, classroom questioning is an important link. By asking questions, teachers can master the students learning situation and the places where students still have problems, so as to facilitate teachers to adjust the teaching content in time and improve the pertinence of teaching. However, according to the current practice of Chinese teaching in primary schools, teachers have not really brought the value of questioning into play, so that there are some deficiencies in classroom questioning in Chinese teaching. Under this educational form, it is necessary to explore effective questioning methods in Chinese teaching in primary schools.
基金The study was funded by the 2013 annual project grant教师在线实践社区中的知识管理与知识创新[Knowledge Management and Innovation of Teacher’Online Communities of Practice(COP)],supported by the Ministry of Education Fund for Humanities and Social Sciences Research(Grant No.:13YJA880077).
文摘We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed District D,less developed District F,and developing District M.The study uses the stratified sampling method to choose from three different groups of teachers,namely novice teachers,competent teachers,and experienced teachers,by way of video case analysis,the Item Response Theory(IRT)model method,and the inductive and deductive method,to analyze the characteristics of teachers’classroom questions.It was found that:(1)In terms of open questioning,all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers.In middle schools,novice teachers’open questioning tendency is significantly lower than that of qualified and experienced teachers;(2)From the quantitative study of three kinds of tendencies,the lowest level of the three tendencies in the classroom questions is problem-solving;(3)In the three districts,the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions,while in the middle schools,novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions.The results of the big data analysis enable us to draw a conclusion about teachers’value orientation regarding questioning in class.At present,they pay attention to the local value of classroom questioning,but ignore the overall value;pay attention to the instrumental value of classroom questioning,but ignore the objective value;and pay attention to the superficial value of classroom questions,but ignore the underlying value.
文摘Based on personal observation and students’ self-reports, this article studies the characteristics presented by students in answering questions. It is found that Chinese culture plays an important part in explaining their specific behaviors. Hence, in order to lessen the negative effect of it, the author offers her own suggestions.
文摘Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.
文摘Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.
文摘Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.
文摘Questioning is a indispensible part of classroom teaching and a measurement of classroom performance in our vocational college. But there is not enough importance had attached on it in the author's class. In this essay,the author researched on previous theories and peer studies on questioning,in accordance on the specific situation of our college,trying to figure out how to improve the questioning behavior in the class.
文摘As a distinctive professional language,teacher's language deserves a linguistic analysis.By class observation and interview,the article aims to analyze the feature of teacher talk in EFL class from the perspectives of discourse,the way of offering questions,feedback and so on.Finally,the author concludes the study with some suggestions to make teacher talk more effective.
