Acknowledgements

戚婷婷

摘要：新課程改革呼喚有效教學(xué)，小學(xué)英語教學(xué)的主陣地在課堂，提問時(shí)課堂教學(xué)的重要組成部分，是教師輸入信息、傳遞信息、達(dá)到師生交往、促進(jìn)學(xué)生思維發(fā)展的重要渠道。有研究表明：目前英語多達(dá)80%的課堂時(shí)間被用于師生之間的提問和回答，教師的提問能力、所問問題的質(zhì)量直接影響課堂學(xué)習(xí)活動(dòng)的展開，進(jìn)而影響教學(xué)活動(dòng)的效果。因此，小學(xué)英語教師應(yīng)該十分重視有效課堂提問策略的研究。

關(guān)鍵詞：小學(xué)英語課堂;提問有效性;策略

1. Introduction

1.1 Relationship between asking-questioning and classroom teaching

Question is an important means of communication between students and teachers. It is used to check students’ learning situation. Questioning help students explore interest， foster and train their ability of language expression， and it is also a significant function that develops the students’ thinking ability. By asking questions， students can find problems easily in their learning， and explore the solutions of the problems. Classroom questioning is also an art.

1.2 The status quo of the primary English classroom questioning

1.2.1 Arbitrary situation in asking questions

The teacher’s question should be carefully designed and take the teaching content into consideration. So that the teacher’s question should fully mobilize students’ thinking and broaden their horizons. Through asking problems with purposes， students can know what their teacher want them to do in the class.

1.2.2 The depth of the question

Classroom questioning should be with a clear sense of purpose， because it is a service for teaching requirement. Some teachers ask questions just for ask questions but not for other aspects. Sometimes， it is a blind questioning. It is not helpful to the classroom teaching. It is just only a waste of time. Frequent questions heard in class are： Do you...？Are you...？Yes or No？Such questions enable students without thinking just answer Yes or No. It is doing harm to classroom teaching.

1.2.3 Lacks of artistic

The teacher’s questions should be asked in consideration of the value of language. The so-called well-designed question is not only to ask right and reflect the difficult is but also the use of the language which should be accurate and understandable.

1.2.4 Questions proper to students’ level

When teacher designed the questions， they should understand students’ ability level and knowledge. Then they design the proper questions which can arouse students to think.

1.2.5 Interaction during questioning

Class label advocated teaching for all students and focusing on individual differences. Teaching should be reflecting the harmonious unity between teachers and students.

2. The function of the effective questioning in English classroom teaching

The basic state of the effective classroom teaching is conversational and interactive. In this dialogue-oriented teaching， teachers can teach but not always be only one voice. Whether the teaching show and maintain the state of conversation and interactive depends on the ability of teacher’s questioning.

2.1 To stimulate interest and active the classroom atmosphere

As the traditional English teaching， the teacher aims at telling the teaching content to students by their mouth. And the students’ task is only listening to it by their ear. Because of this teaching model， the atmosphere of course is dull and boring. Although the course discipline is good， but the students are not concentrating on the class and the ability of listening， reading， speaking， and writing are not improved. Therefore， during the teaching course， the teacher should use the questioning art， and offer the question at the right time; the students also consider the question by heart. Only when the teacher and students join the class positively， the learning interest and enthusiasm would be aroused. Students then can learn English positively and improve their speaking ability.

2.2 To provoke the students’ thinking

When teacher offered the question， they would consider it by thinking. Effective questioning in the English course should create the surrounding atmosphere of questioning， so that the students focus on it and cultivate the interest of English learning. Finally they will develop the ability of English learning and students’ intelligence.

3. The strategies of effective classroom questioning

3.1 To faced for all students and pay attention to the hierarchy

English curriculum standards emphasized that： education should face for all students. The implementation of this idea requires that teacher’s questioning not only choose object to ask according to the teaching materials but also face to all the students. Teacher’s teaching has to take backward students into account. Different mentality has different guidance to each student. At the same time， the issue raised by teacher must be based upon actual situation of students. And pay attention to the characteristics of the student’s age.

3.2 Go deep into the “gap of information” and trigger the challenging

“Information gap” is the difference in the extent that people understand the things and other people. Successful communication activities should be filled with “information gap”. In other words， it is the two sides that hold different information through the means of communication to exchange the information. And complete the communicative tasks by fill information gaps. In primary school English teaching， it is necessary to create “information gap” between the two sides if want students to use English for a meaningful communication. By “information gap”， they would like to learn more about information from each other. This is their urgent desire and demanding. And it is also the motives that speak English.

4. Conclusion

Asking-questioning plays an important role in English classroom teaching. It not only makes students take part in the class activities quickly， but makes students think by themselves. It can help the students develop their creativity.

References

[1]陳儉賢.英語課堂教學(xué)提問的有效性[J].中小學(xué)英語教學(xué)與研究，2011（1）.

[2]孫冬萍.淺談初中英語課堂的有效提問[J].中小學(xué)英語教學(xué)與研究，2011（1）.