高中英语阅读课教师提问现状的调查研究.docx

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Title: Current Status of Questioning Techniques in High School English Reading Classes: A Research and Survey Study
Abstract:
This research paper investigates the current status of questioning techniques used by high school English reading teachers. The study explores the efficiency and effectiveness of these techniques in promoting active engagement, critical thinking, and content comprehension among students. A survey was conducted to gather data from a diverse sample of high school English teachers, and the findings revealed several key points. The paper concludes with recommendations on how to improve the use of questioning techniques in high school English reading classes.
Introduction:
Questioning is a fundamental instructional tool used by teachers to engage students and facilitate learning. In the context of high school English reading classes, questioning plays a crucial role in enhancing students' comprehension skills, critical thinking abilities, and overall academic achievement. This paper aims to examine the current status of questioning techniques used by high school English reading teachers and propose recommendations for their improvement.
Methods:
To collect data, a survey was administered to high school English teachers from various regions. The survey consisted of both closed-ended and open-ended questions, designed to elicit information about the types of questions asked, frequency of questioning, teacher-student interactions, and perceived effectiveness of questioning techniques.
Results:
The survey findings revealed that the majority of high school English teachers use a combination of closed-ended and open-ended questions during reading comprehension activities. However, the frequency and quality of questioning varied among the participants. Many teachers reported that they primarily employed closed-ended questions that required short answers or multiple-choice responses, neglecting the use of open-ended questions that encourage students to think critically and express their ideas more comprehensively.
Furthermore, the survey highlighted a lack of teacher-student interaction during questioning sessions. Some teachers admitted to dominating the conversation, leaving little room for students to actively participate or engage in meaningful dialogue. This finding suggests a missed opportunity to foster student-centered learning environments and promote deeper understanding of the reading material.
Discussion:
The findings of this study underscore the need to enhance questioning techniques in high school English reading classes. By incorporating more open-ended questions, teachers can promote critical thinking and encourage students to analyze, evaluate, and synthesize information from the text. These types of questions also provide students with opportunities to express their opinions, develop their own ideas, and engage in meaningful discussions with their peers.
Moreover, it is essential for teachers to create an inclusive and interactive classroom environment where students feel comfortable articulating their thoughts and ideas. Encouraging teacher-student and student-student interactions through questioning not only fosters better comprehension but also improves social and communication skills.
Recommendations:
Based on the survey findings, several recommendations can be made to improve the questioning techniques in high school English reading classes:
1. Professional Development: Teachers should be provided with professional development opportunities to enhance their knowledge and skills in using effective questioning techniques. Workshops, seminars, and online resources can be utilized to support teachers in improving their questioning strategies.
2. Balanced Use of Closed-Ended and Open-Ended Questions: Teachers should strive for a balanced approach by incorporating a mix of closed-ended and open-ended questions. Closed-ended questions can be used to check for comprehension, while open-ended questions should be employed to promote critical thinking, deeper analysis, and interpretation of the text.
3. Student Engagement and Interaction: Teachers should actively encourage student engagement and participation by giving them ample opportunities to respond to and ask questions. This can be achieved through group discussions, pair work, and think-pair-share activities.
4. Scaffolded Questioning: Teachers should use scaffolding techniques to support students at different proficiency levels. Questions can be gradually scaffolded from simple to complex, enabling all students to participate and contribute to the discussion.
Conclusion:
This research study highlights the current status of questioning techniques in high school English reading classes and provides recommendations for their improvement. By incorporating a variety of open-ended questions, fostering student engagement and facilitating meaningful teacher-student interactions, high school English reading teachers can create a stimulating learning environment that promotes active learning, critical thinking, and comprehension skills among students. Implementation of the proposed recommendations has the potential to enhance student achievement and create more effective and engaging English reading classes in high schools.