theartofquestioninginenglishclass(编辑修改稿)

theartofquestioninginenglishclass(编辑修改稿)内容摘要：

ing questions, prompting questions and probing questions Focusing questions mainly aims at the course content to carry on the questioning. It can stimulate students interested in the content of course and check on the contents of the understanding and mastery. Focusing questions can be selected to reflect different levels of psychological problems, including Factual questions, empirical questions, productive questions and evaluate questions. When the students discuss the text content, teachers can use productive questions or evaluate questions, to arouse the interest of students, and inspire the students to think. For example, How could we test the hypothesis in the test? / What would happen to the people who have too much food? Prompting questions in the process of questioning through tips guide students to get a correct answer. Or through prompting questions guide students to correct the wrong answer. Prompting questions can offer students chances to succeed, stimulate their interest in learning and the motivation to learn, encourage students to actively participate in learning activities. For example, T: What is 5 plus 7, John? S: I don’t know. T: Well, let’s see if we figure it out. What is 5 plus 5? S: 10. 5 T: Good. So, if 5 plus 5 is 10 and we add 2 more, what is 5 plus 7? S: 12. Probing questions can be done to help students elaborate further or provide more relevant information, the depth of excavation. For example, What do you mean by that? Are you sure there isn’t any more reasons? In brief, the teacher should choice the questioning way depending on the content of course and the teaching goal. Meanwhile, attention should be paid to the integrated use of the different ways of questioning. 4. The strategy of questioning . Careful preparations for questions Teacher39。 s questions have to conform to the teaching requirement as well as student39。 s interest, the cognition ability and English proficiency. First, the inner dynamics of learning is the interest, therefore, the art of questioning is to stimulate students learning motivation and interest。 students will be interested in learning English. Require teachers to use scientific, artistic, and vivid language, step by step to make the rich interesting and enlightening questions guide students to think positively. Secondly, the level of knowledge, skills, and the ability to express exist objective differences. Teachers must consider and respect for individual differences. The question asked must have an appropriate level of difficulty, from the shallow to the deep, make different students through answering the questions gradually break through the difficulties, grasp the main points and grasp the laws. . To grasp the questioning ways First, the most teachers like according to the seat or the student number order to carry on the questioning one by one. Thus, the students are familiar with this order easily, and the questioning would lose suspense and tension. Second, the classroom questioning itself is not a goal of teaching, but just a method that makes students think. Teachers must prevent the questions full of class. Teachers’ questions should be able to stimulate students’ thinking and intellectual curiosity, to encourage students to develop their thinking. Third, because the abilities of students are different, the levels 6 of questions should take care of all categories of students, more difficult questions can be answered by。