高中英语阅读课堂提问技巧探析论文
浅析高中英语阅读教学教师的提问技能的论文
浅析高中英语阅读教学教师的提问技能的论文[中文摘要] 阅读是学一门语言必备的技能，它是掌握语言的基础，也是获取信息的主要手段。
高中英语新课程标准也都强调英语阅读能力培养的重要性。
因此，如何上好阅读课以及培养学生的阅读能力就成了摆在教师面前的重要问题。
在提倡以学生为中心的课堂的情况下，教师必须探求如何在阅读课上引导学生进行阅读并促使他们积极地参与到教学活动中来。
而教师的提问策略作为英语阅读教学的主要方法，对引导学生进行如何有效阅读起着至关重要的作用，它很大程度上决定着教学质量的好坏。
然而，现在英语课堂上的提问策略存在种种问题，很多问题的有效性不高。
本文通过分析目前高中英语阅读教学中提问策略所存在的问题，总结分析提问的类型以及提问技巧策略，并对如何在高中英语课上有效应用提问技能提出了自己的看法。
Reading is one of the four essential skills in English language learning. As the most important receptive skill in foreign language learning, reading is placed at key position in the New English Curriculum Standard. However, English reading prehension has been a headache for most of students, who don’t really know how to read. Thus how to teach reading widely and effectively has bee a problem of utmost importance.So far, most learners of English as a foreign language in China learn the target language from their teachers in the classroom. Therefore, being one of the most monly used teaching strategies in EFL (English as a Foreign Language) classroom, questioning undoubtedly plays an important role in carrying out effective classroom activities. Just as Geoff Thompson in the Training Teachers to Ask Questions points out one of the main forms of interaction between the language teacher and the learner is through questions. Questioning should be employed both in passing on knowledge and in developing learners’reading abilities in reading class. By questioning, teachers can know about at what level the students’ proficiency and, what’s more important, the appropriate questions can elicit students to analyze and think about the key points of the text, which enhance students’ practical language abilities. In fact, asking questions effectively is not as effective as it seems. Teachers’ questioning is not a simple teaching process. It requires the teachers’ efforts of further study and real practice.2.1 Definition of teachers’ questioningQuestioning is an effective teaching technique in reading class. There is a long history of studying questions in general education. More than 2000 years ago, questioning had attracted the educators’ attention. Confucian in China promoted eliciting teaching and Socrates advocated a talk-and-answer method, which are all meaningful in education today. In 1912, American scholar Steven was the first to introduce classical research in classroom questioning. He suggested that classroom teaching is actually a circle of ask-and-answer activity. Researchers show that during a career in the classroom, a typical teacher will ask about one and a half million questions.So what’s teachers’ questioning? “In classroom settings, teachers’ questions are defined as instructional cues and stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. Questions enable teachers to engage students in higher levels of cognition or, more specifically, critical thinking. ”[1] Through questioning, teachers enable students to engage in the class, getting specific information, understanding the purposes of the text and savoring the beauty of the text, which lead to reach goals of teaching in reading. At the same time,in the ask-and-answer process, munication between teachers and students is frequent, which undoubtedly give students more chances to use target language.2.2 The Importance of questioning in reading class“Aording to Larry A. Harris& Carl B. Smith, reading is the reader’s interaction with a printed message in English as a second language across a range of active think operations for some purposes (such as to find information, to pare or to enjoy) in or out of classes, guided by a teacher.” [2]The interaction requires both the extraction of information and an active response to ideas. Therefore, reading is not a passive but an active and constructive process. However, in traditional teacher-centered classroom, the teacher is regarded as an authority, who dominates the whole class. Thisteacher-initiative procedure treats students as passive readers, which spoils students’ interests in reading and its effectiveness. In recent few years, more and more emphasis has been put on creating student-centered classroom, where the teacher is just an organizer or a guide rather than a dominator. As instruction bees more learner-centered, teachers’ areincreasingly being asked to guide learning rather than simply deliver information. Questioning is the most important tool teachers have for meeting this goal.In the most mon type of classroom questioning known as ‘IRF’(Initiation-Response-Feedback) pattern, appropriate questioning can fulfill a number of different functions. We use questioning in reading teaching to stimulate thinking, assess student progress, check on teacher clarity, attract students’attention, maintain classroom control, emphasize key points and help students to find out their drawbacks and so on. Questions are the sparks that ignites students’ thought process. Thus teachers must know and use good questioning strategies to develop students reading abilities.2.3Questioning in the process of reading classThere are three steps of teaching of reading: pre-reading, while-reading, post-reading. Therefore, questioning are various in every step(ⅰ) In pre-reading activity, there are mostly lead-in questions. Teachers ask some questions about the reading background and apply many eliciting questions to stimulate students to think, memorize and predict. These questions promote students interests to read the text, improve students’reading efficiency and get more information.(ⅱ) While-reading activity is the most important activity in reading. Display questions are presented in this step, which is asked aording to the content, main ideas and language points in this text. Through some detail questions about the text, students find out the key words from the text to answer the questions. It not only makeS students understand the text fully, but also provideS chances to use the target language.(ⅲ) In post-reading activity, referential questions are utilized. After reading, the teacher makes a summary through asking questions about the subject, writing style, and rhetorical technique. It encourages students to participate.2.4 Problems of teachers’ questioningQuestioning is one of the most important ways in the teaching of reading. But in reality, questioning are not as effective as they are expected. High school teachers are not fully aware of the effects of teachers’ questioning on students’understanding of the text. They pay little attention to the strategies of questioning in the reading class. As a result, the teachers’ questioning is only a superficial form of classroom activity, lacking the practical value. It can’t stimulate students to join in, nor can it develop their reading ability. There are still many problems:2.4.1 Lack of clear aims in teachers’ questioningIn high school English teaching, teachers are rarely aware of their questioning which affects students of different levels. Many teachers often ask questions just to know which student has memorized a particular language point, which contributes little to understand the text and students are likely to feel bored and reluctant to participate. What’s more, if the teachers’ aim of asking questions is only to ask students to answer “Yes” or “No”, the classroom atmosphere will be boringand can’t attract students. Such questions should be avoided in order to have an effective teaching.2.4.2 Concentration of lower levels of questionsEffective questioning sequences should include a mixture of both lower level questions and higher level questions and vary with the objectives of the lesson. Research on teachers’questioning revealed that most questions require students to memorize the key points in the text and high level questions like evaluation questions are few. Low level questions like “ who is the man?”“When and where was he born?” can be found from the texts and students just need to read out the answer without any thought. Therefore, it can not develop students’reading ability. However, high school teachers ask too many factual, closed and display questions, and these kinds of questions could not promote students’ interest in reading.2.4.3 Inadequate wait-timeWait-time is think-time. Proper wait-time gives students time to think, but most teachers tend not to wait long enoughbetween questions or before answering their own questions. It is not good for calling on students to participate in the reading class, especially to the students who are not confident in speaking in public. On the other hand, too much wait-time can also be detrimental to students responses to teachers’questioning. Because when no one seems to be able to answer a question, more wait-time will not necessarily solve the problem. The amount of wait-time depends upon the level of questions the teacher asks and students’ proficiency levels.2.4.4 Improper feedback and assessmentRefer to teachers’ questioning, their feedback and assessment plays an important role. It helps learners elaborate on their existing understanding. And feedback is also important for motivation because it provides students with information about their increasing petence and helps satisfy their intrinsic need to understand how they’re progressing.Many high school English teachers have problems with handling students’ response. Some teachers provide no feedback and assessment to students’ answers, taking them as nature inclassroom activities. Some teachers give casual or inadequate assessment or feedback to the answers of students, simply offers “Yes” or “No” which lower students’ enthusiasm. Others give negative feedback to students who give wrong answers. This will be discouraged to students. So teachers should obtain some skills in handling right respond in an encouraging way.To be an effective teacher, one must be an effective questioner. Skilled teachers use questions to set the stage for discussion and evoke higher thought process. The first step in effective questioning is to know the classification of questioning. There are many classifications of questioning. Learning the different kinds of questions is a crucial step in being able to use all types of questions effectively.3.1Six cognitive levels of Bloom’s TaxonomyBloom’s taxonomy is the best-known system for classifying classroom questions. There are six levels of Bloom’s taxonomy and questions at each level require the students a kind of thinking process. Teachers should formulate questions on eachof these six levels to encourage students to engage in cognitive processes. The six levels are: knowledge questions, prehension questions, application question, analysis questions, synthesis questions, evaluation question.The taxonomy shows the lower to higher levels of students’thinking skills. Usually a teacher would vary the level of questions even within a single class period. A teacher may ask a question at the application level; if the students don’t respond correctly. Teachers might move to questions at a lower level of the taxonomy to check whether students have understood the material. If the students still can’t give correct response, teachers might have to temporarily change the teaching strategy.Table3.1 Six cognitive levels of Bloom’s Taxonomy[3]Question Level InstructionalProcess ExampleQuestionsLower LevelThinking Knowledge Recall, Recite What (where) are the thirteen colonies?Comprehension Describe, Summarize What is the main ides? How is the major character portrayed?Application SolveShow What is the latitude of NY? Joe has 58 cents, how many 9-cent stamps can he buy?HigherLevelThinking Analysis InferCompare What does this paragraph tell us about the author’s life?Synthesis CreatePredict What is a good title for this painting?How can we help the homeless?Evaluation JudgeChoose Do you believe in capital punishment? Which soft drink is best?3.2 Types of teachers’ questioning in the practical studyTo find out the effective questioning, the author observed two teachers during one-month educational practice in Lianjiang No.7 Middle School. One of the teachers observed has taught for 6 years. The other is just a novice who teaches for just one year. The textbook they used was Senior English ForChina, Book 4B, published by People’s Education Press. Each class has 58 students. The two teachers have the same pace of teaching. The units observed and pared are reading part of Unit 15, Unit16, and Unit 17 from March 14th to April 14th. One reading part is planed to be taught in two periods.Studies of questioning have proposed various categories of questions. So the author’s observation mainly focus on the form of questioning, the content of questioning and the purpose of questioning, in order to study the questioning types teachers used and their teaching results.3.2.1Questions based on form3.2.1.1 Categories“Questions can be classified aording to their grammatical forms. It is sometimes suggested that each form should be used in reading lessons, as each is progressively more different to handle. However, it is often the grammatical form of the questioning that makes a question difficult forstudents.”[4] There are five groups of questions, of which is denoted by specific characteristics:(ⅰ) Yes/No questions: Students did not need to answer the questions with a sentence. They can answer the question with Yes/No questions. For example: Should wheat be planted close together or with space?(ⅱ) Alternative questions: Yes/No questions connected by “or”, however, these questions cannot be answered with yes or no. For example: Do people express their thought and opinions by words or gestures?(ⅲ) Wh-questions: They are the questions which begin with who, what, when, where, how, why, etc. For example: What should we do if we want to reach the best harvest?(ⅳ) Elicitation questions: They are questions which teachers ask students to plete by giving the first part of a sentence. For example: The title “Disabled? Not me!” tell us about~~~ (a girl who is disabled.)(ⅴ) Translation questions: Questions teachers ask students to translate from English to Chinese or Chinese to English.3.2.1.2 The data and data analysisTable3.2Teachers Total number of questions Yes/No questions AlternativeQuestions Wh-questions ElicitationQuestions TranslationQuestionsT1 45 7 2 33 2 1T2 46 10 5 25 4 2(T1---the experienced, T2--- the novice)Obviously the total number of questions each teacher asked is almost the same and the number of wh-question is much more than other types of questions. T1 and T2 both used translation questions the fewest. If we develop further we notice that thereare great differences of teachers’ questioning guiding students to think and answer questions.(ⅰ) Wh-questions usually need the students to think over and Wh-questions are used to ask something about the context. T1 was good at forming a chain of questions to create an information gap, for example:T1: What am I doing? (T1 makes some gestures before the students trying to express something nonverbally)Ss: Some gesturesT1: Who use these gestures?Ss: The dumb.T1: Yes, clever. Which new word can you give me to describe it from this unit?Ss: Disability.T1...As a result of the question chain, students participate in the class, which involve their interests in the reading part.T2 asked students one question before repeating his answer and give evaluation. Then he turned to ask some repeated questions and didn’t lead to ask questions needing further thoughts. For example:T2: Who can tell me the story? (30 seconds)S1:(Silent)T2: Ok, can you tell me the story? (Turn to another student)S2:(Silent)T2: And what about you? Can you tell me? (Turn to the third one)S3:(Silent)(ⅱ) The way of leading students to answer. When students give no response to questions, T1 would reiterate the questions or even modify his sentence from the text. So the students can read it out from the text without second thought.It is widely believed that Wh-questions can be introduced as themost useful means to encourage more varied and plex language. Yes/No questions are generally easier for learners to answer. The teachers can direct those questions at weaker learners, or use Yes/No questions to check basic understanding of a text or situation before resorting to Wh-questions to elicit more detailed information. Furthermore, teachers may try to utilize different forms of questions to create more active atmosphere.3.2.2 Questions based on content3.2.2.1 CategoriesThere are three types of questioning in terms of content as follows:(ⅰ) Instruction questions: It refers to questions that are related to the classroom procedures and classroom management, which are to implement teaching planning to do classroom activities and check the students’ studying state in order to smooth teaching steps. For example: May I have your name please? (Before class) Is that clear? Any volunteer? (during the class) Any questions about the text? (the end of the class)(ⅱ) Text questions: questions consist of the information in the situation on which the teaching is based.(ⅲ)Real questions: questions related to the students’personal experiences and require the students’ answering aording to their own situation.3.2.2.1The data and data analysisTable3.3Teachers Total number of questions Instruction questions Text questions Real questionsT1 45 7 31 7T2 46 13 29 4From the table 3.3, the teachers ask more questions about the text questions than the instruction questions and real questions. However, there are also differences between the two teachers:(ⅰ)Instruction questions are used more by T2 than by T1. Instruction question is to ensure the procedure of teaching. But this kind of lower question isn’t good for the effectiveness of questioning if used too much. Therefore, T1 avoid utilizing too much.(ⅱ)Although the text questions the two teachers used were nearly the same, T1 ask text questions from many aspects, which leave students room for thinking and classroom atmosphere isactive, everyone was willing to participate. T2 ask just one type of questions and didn’t ask from many aspects. If there was various of questioning and from many aspects, it may attract students’ attention.(ⅲ)They both apply real questions, but T1 used more. Real questions were familiar to the students. It can help to make an active classroom.Traditionally, questioning in the classroom has focus on the information provide to students by the textbooks. In the new environment of learning English, there has been increasing recognition that it is worth approaching the context with a wider range of question types, encouraging the students to place what they are reading in the context of their own existing knowledge and opinions.3.2.3Questions based on purpose3.2.3.1 CategoriesQuestions serve a number of purposes, most notably (a) help to elicit to memorize particular structures and vocabulary;(b) enable teachers to check students’ understanding;(c) encourage students’ involvement in learning;(d) stimulate thinking;(e) help weaker students to participate. Some researchers suggested a way of categorizing the purposes of questioning: display questions and referential questions.(ⅰ)Display questions refer to those questions for which the questioner known the answer beforehand. Such questions are usually asked for prehension check, confirmation check or clarification requests.(ⅱ)Referential questions are those questions for which the answer is not already known the teacher. Such questions require the students to fully understand the text before giving the answers.3.2.3.2 The data and data analysisTable3.4Teachers Total number of questions Display questions Referential questionsT1 45 31 14T2 46 40 6Clearly, the table 3.4 shows that there is a preference for display questions over referential questions and referential questions by T1 are more than by T2.Through observation, it was found that display questions outnumbered referential ones, but further observation shows that referential questions became more effectively. It seems that the use of display questions can encourage language learners to get interested. Referential questions, typical of high proficiency language classroom, and requiring long and syntactically plex answers contain important points by giving opinions, etc. So, it is wrong to think that referential questions are more useful or display questions useless. Each content requires an appropriate strategy.All these types of questions have their place in reading class; the teachers should apply the types of questions aording to the proficiency level of the students and the content of the text.4.1 Questioning strategiesQuestioning strategy refers to the strategy which teachers adopt in carrying out effective classroom questioning. They are of great significance for teachers in conducting second language teaching in class, because teacher’s being aware of his or her teaching process can make more effective questions and stimulate the students’ desire to learn English. So the strategies applied in the classroom questioning is important. The teacher can use the following questioning strategies------promoting, probing, repeating and rephrasing.4.1.1 Promoting“It is a technique in which a teacher asks questions or makes a statement that elicit a student response after the student has failed to answer a previous question or has givenan incorrect or inplete answer”[5] We can use promoting questions when a student provides an incorrect response or no response, instead of telling him he is wrong or calling on another student. However, “Promoting isn’t always appropriate. For instance, if a teacher asks a simple question that calls for remembering factual knowledge, such as ‘what is the first amendment to the Constitution?’ and the students is unable to answer, promoting has little usefulness; students either know the fact or they don’t. Promoting is more effective for conceptual, procedural, and metacognitive knowledge, and cognitive processes beyond remembering. ”[6] For example: suppose a teacher is asking a student to let him answering with the right answer “The girl is athletic.” But the student couldn’t give the expected answer. The teacher can promote as follows:T: Identify an adjective in the sentences.S: (no response)T: What do we know about the girl?S: She is athletic.4.1.2 Probing“Probing questions are questions that try to expand an initial student response. While promoting questions are concerned within influencing numbers of student responses, probing questions are concerned the quality of student responses. When using probing questions, the teacher intends to expand or extend ideas or to obtain new ideas from students. The teacher can probe in a variety of ways. Probing can be directed to the student who initiated the exchange. It can be directed to different students, or directed to the entire class.”[7] The goal of the questions is to deepen the student’s understanding of the content. For example, a teacher asks the students “Can anyone add to what was just said?”“Does anyone have a different idea?” and so on.4.1.3 RepeatingWhen a teacher get an answer from a student, it is often good to repeat back to the whole class as many students will not have heard it clearly. Repeating serves two purposes: itinsures that the whole class hears the answer and lets the teacher check students’ understanding of his or her question. This process also gives the other students time to think about the question and possible answers to it.4.1.4 RephrasingRephrasing is used when a student provides an incorrect response or no response. Instead of telling the student he is incorrect or calling upon another student, teacher may try to reword the question to make it clear and easier to understand (because the question may have been poorly phrased) and provide some information to help students e up with the answer. It is very necessary to rephrase teacher’s language used in an EFL reading class because skillful employment of teachers’questions can make teachers easy to be understood, stimulate and facilitate students’ response. “Clarity in rephrasing questions is critical for effective questioning. The phrasing of the question affects the quality of student responses. The good wording of questions should be modified to the language ability of the class.”[8] For example: “Please tell me themain idea of the passage!” is better than “Put out your statement of the generalization of the passage!”4.2 How to apply effective teachers’ questioning strategiesQuestions can be used to check for understanding, stimulating curiosity and critical thinking in reading class. Effective questions can transform a classroom to an active student-centered classroom. So the strategies applied in the classroom is important. Therefore, it is necessary to elaborate and select questioning strategies. Questions can bee effective teaching strategies when employed thoughtfully and less than effective when poorly employed.Questioning usually follows the IRP pattern(Initiation-Respond-Feedback) so the teachers need to know how to design question, how to stimulate students to answer and how to feedback receptively.4.2.1 How to design effective questionsIn today’s student-centered classroom, students should be encouraged more involved in the classroom activities instead of passively sitting and listening to the teacher. So one of the most important principles of question designing is to design questions that encourage students’ participation. Good questions are questions that should improve students’responses and learning abilities. These kinds of questions can expand students’ knowledge and encourage them to think creatively. There are several methods teachers can follow to improve the quality of their questions.(ⅰ)Designing questions on the goals and purposes of the lesson. Teachers ask questions with several goals and aims: keep students actively involved in lessons, promote interest, check the students’ understanding and so on. The goals or purposes help to determine what levels of questions being asked. Teachers should ensure that questions are relevant to instructional objectives. Students learn a great deal from questions that are relevant to subject matter to be learned.(ⅱ)Employing a variety of questioning strategies in carrying out classroom questioning. It is not effective to usesingle pattern to aomplish all classroom-teaching tasks. “ Use promoting, probing, rephrasing and repeating in proper time to extend, amplify or clarify the students’ answers. This helps students use their thinking skills. Use these techniques throughout the questioning process to ensure active participation by all students”[9](ⅲ)Asking questioning related to students’ personal experiences. Every student is familiar with his environment. When talking about their own experiences, they have much to say. So the teachers can bine the context with the students’ real lives, which is a good method.(ⅳ) Questions should be phrased clearly and specifically. Vague questions should be avoided. Since the questions make students reluctant to respond, the teacher may use a much simpler grammatical structure to repeat the original questions to help students to understand it.(ⅴ)Increasing the number of higher level questions such as referential questions. Research finds that low level questions like display questions used by teachers more。
对高中英语课堂提问技巧几点思考[论文]
![对高中英语课堂提问技巧几点思考[论文]](https://img.taocdn.com/s3/m/029a6cc8d5bbfd0a7956736d.png)
对高中英语课堂提问技巧的几点思考摘要：课堂提问是教师经常采用的一种有效的教学方式，对提高学生学习和反馈教学效果具有重要的作用。
但课堂提问要讲究艺术，有利于提高课堂教学效率。
笔者根据自己多年以来的教学经验，就高中英语课堂提问技巧谈谈自己的几点思考，以期可以通过艺术的提问更好地完成英语教学任务。
关键词：高中英语提问技巧英语课堂教师提问在实施素质教育的今天，教师要转变教学观念，走“以教师为主导，以学生为主体，以训练为主线，以思维为核心，以能力为目标”的教改之路，自觉实施素质教育。
教师不能为“教”而“教”，把学生当作灌输知识的容器，而应为“学”而“教”，充分调动学生的学习积极性，发挥学生的主观能动性，让学生充分参与课堂教学活动，成为课堂的真正主人，引导学生主动探索知识，为学生思维留下空间。
注重课堂提问，培养学生的问题意识，就是要让学生由“被动接受”变为“主动学习”，由“听众”变为“演员”。
课堂提问作为教师组织课堂活动最常用的技巧之一，是课堂上教师言语的重要组成部分。
英语课堂上的适当和恰当的提问对于良好的教学效果和互动的教学活动不可或缺。
一个有经验的教师知道在什么情况下向什么样的学生提出什么问题，他会在恰当的时候有的放矢地把问题提出。
一、提问对课堂教学的作用教育专家曾把教师提问的目的做了以下归纳：唤起和保持学生的兴趣和注意；鼓励学生思考和专注于课文内容；检测学生对特定内容的基本事实的理解；鼓励学生参与课堂活动，等等。
同时，越来越多的教师意识到教师提问也有助于帮助学生深层理解课文，引导学生创造性思维和调控教学进程。
美国心理学家布鲁纳指出：“教学过程是一种指出问题和解决问题的持续不断的活动。
”思维永远是从问题开始的，所以，我们在课堂教学设计中要根据学生的认知水平，提出形式多样、富有启发性的问题。
设疑与提问是英语教学课堂调控的常规武器。
它是促进师生之间信息交流反馈，推动教学流程迅速向前拓展的重要契机。
对于学生来说，它还具有多种教育心理功能：既能激发学生兴趣，集中学习注意力，又能诱发积极思考，培养思维能力和习惯，启迪聪明智慧，还能充分训练口头表达能力。
高中英语阅读教学中课堂提问策略的研究
高中英语阅读教学中课堂提问策略的研究一、本文概述随着全球化进程的加快，英语作为国际交流的重要工具，其教学效果受到广泛关注。
特别是在高中阶段，英语阅读教学成为提高学生英语综合能力的关键环节。
传统的教学模式往往忽视了课堂提问策略的有效运用，导致学生参与度不高，阅读兴趣和理解能力提升有限。
本研究旨在探讨高中英语阅读教学中课堂提问的有效策略，以期提高教学质量和学生的学习成效。
通过对当前高中英语课堂提问现状的分析，本文将探讨不同提问策略对学生阅读理解、批判性思维和参与度的影响。
研究采用文献综述和课堂观察等方法，结合教师问卷和学生访谈收集一手数据，旨在全面了解和评估不同提问策略的实际效果。
通过对比分析，本文将提出一系列实用的课堂提问策略，以供教育工作者参考和应用。
本研究不仅有助于丰富高中英语阅读教学的理论基础，而且对于指导教师优化课堂管理、激发学生学习兴趣、提升学生英语阅读能力具有重要的实践意义。
二、文献综述在探讨高中英语阅读教学中课堂提问策略的研究中，我们首先关注教育心理学和教学法领域的经典理论。
布鲁姆（Bloom）的认知领域教育目标分类学为我们提供了一个理解学生认知发展和教学目标设定的重要框架。
布鲁姆的分类学将认知技能分为六个层次：知识、理解、应用、分析、综合和评价。
这些层次不仅指导教师设计不同难度的问题，还帮助教师评估学生的思考能力和学习成果。
齐默尔曼（Zimmerman）的自我调节学习理论强调了学生在学习过程中的主动性和自我监控的重要性。
在课堂提问策略中，教师可以通过提问引导学生进行自我反思和自我评价，从而促进学生的自主学习能力。
近年来，随着课堂互动研究的深入，学者们开始关注教师提问行为对学生学习动机和参与度的影响。
例如，王（Wang）和刘（Liu）的研究指出，教师的提问策略能够显著影响学生的参与感和课堂氛围。
通过提出开放性问题和高阶思维问题，教师可以激发学生的好奇心和探究欲望，进而提高他们的阅读理解能力和批判性思维技能。
论文对高中英语课堂提问技巧的思考
对高中英语课堂提问技巧的思考课堂提问是一门艺术，也是一种教学方法。
苏联教育界倡导的一种教学方法，就叫问题教学法，已成为有世界影响的教学方法之一。
“发明千千万，起点是一问。
”我国教育家陶行知先生这一名言，对于教师把握课堂质疑具有深刻的启示作用。
思维是解决问题的必要途径，而问题又是思维的起点和前提。
英语课堂提问，作为英语课堂教学师生双边活动最基本也是最重要的形式，正广泛应用于课堂教学的始终。
随着我国素质教育的全面实施，英语教学也越来越重视培养学生的英语交际能力。
但是，目前高中英语教学中班级大（一般为50～60人），程度差别较悬殊的现象，加大了教师在课堂中对提问把握的难度。
有些教师担心提问多了，课堂纪律往往难于驾驭；提问少了，师生之间很难沟通，教师也难以了解学生对所教知识的掌握程度。
提问过难，程度较差的学生会感到不适应也容易造成学生中的两极分化；提问过于简单，则失去了提问的价值，也使学生对回答问题失去兴趣。
其实，提问也是有技巧的，准确把握提问时机，精心设计提问难度，灵活运用提问方法，同样会收到良好的教学效果，自如地驾驭45分钟。
一．课堂提问的作用1.提问能够吸引学生注意力，刺激他们对当前内容的理解并且起思考。
在课堂教学中吸引学生的注意力是非常重要的，当教师在传授所交知识的时候一味地采取平铺直述时学生处于被动地接受知识的地位往往不愿意积极地开动脑筋思考和探索而大量的提问能够吸引学生的注意力让其积极思考。
2.问题中往往包括了所教语法知识要点和难点，有利于学生对所教内容的把握。
同时通过问题他们也能知道什么是本堂内容的重点，而当一个问题把班上大部分学生拦住时自然也会知道那些内容是难点那些是需要着重注意的内容。
3.提问有利于学生自己对所学内容的掌握情况有所了解，同时老师可以根据学生回答问题的情况获得反馈信息，了解学生对那些内容掌握很好那些内容掌握不够以便适时调整从而更好地进行教学。
4.提问有利于学生积极参与到老师的课堂教学活动中来形成老师学生之间的互动，对于课堂气氛的活跃也有着非常重要的作用，而教与学之间的互动往往又能起到加强学生对所教知识的印象和记忆。
高中学生英语阅读中问题及应对方法论文
谈高中学生英语阅读中的问题及应对方法摘要：本文以现代语言教学理论为指导，具体分析了英语阅读中普遍存在的问题和阻碍阅读能力提高的有关因素，并提出了一些解决的对策。
关键词：阅读理解能力；阅读效率；应对方法一、高中学生英语阅读中的问题一般分为知识性问题与非知识性问题。
知识性问题包括词汇、语法、文化背景知识方面的问题；非知识性问题包括学生心理素质、教师对学生的情感态度、周边环境的影响等。
可以说，阅读理解能力的提高是一个学生综合能力提高的过程。
二、影响高中生英语阅读效率提高的问题1、词汇不熟悉词汇是学生英语基础知识的重要板块，是英语学习的基石。
”学生由于没有充足的词汇量或没有掌握好学好的词汇,在阅读一篇新材料时,遇到陌生的词汇,就难以解释它的意义, 又不联系上下文猜测词义，给阅读带来巨大困难。
这样一来，他们往往是事倍功半，不仅影响了阅读速度，而且阻碍了阅读能力的提高。
2、语句的理解不到位在英语阅读中，经常会见到这些复杂长句，使得英语的句子复杂、文章难以理解。
学生没有扎实牢固地掌握好所学的语法知识,没有弄懂语法结构,阅读材料时,难以理解句子文段的意思,更无法作出正确的判断与选择。
如有些学生没有掌握好动词的时态，就难以理解材料所反映的内容，给阅读带来麻烦。
就像观察一棵树，只看到了树叶，而没有看到树的主干，当然不能了解句子的主要意思了。
3、不能把握篇章结构除了词汇、语句理解以外，阅读要求学生掌握一定的词汇储备和相应的语句分析能力,阅读长篇文章更需要做到对不同文体的认识以及文章整体的逻辑推断,如果不在教学中有意识地加以训练,很多学生都感到力不从心,对应用阅读产生了畏难情绪。
4、阅读心理有问题学生由于阅历不够丰富，知识储量较小,视野不够开阔,对欧美国家的政治经济、文化历史、生活习俗、思维习惯等不够了解,给阅读与理解材料带来诸多不便。
三、解决阅读问题的应对方法1、明确目的,增强信心为了减轻难度，我们应该告诉学生哪些是必须熟练掌握的词汇，哪些是只需辨认的词汇。
高中英语阅读课中教师提问策略研究
高中英语阅读课中教师提问策略研究Here is an essay on the topic "Research on Teacher Questioning Strategies in High School English Reading Lessons" with a word count of more than 1000 words, written in English without any additional titles or punctuation marks.Effective teacher questioning is a crucial component of successful English reading instruction in high school classrooms. Teachers employ various questioning strategies to engage students, assess their comprehension, and facilitate deeper understanding of the text. This study aims to investigate the specific questioning techniques utilized by English teachers during reading lessons and analyze their impact on student learning.The study was conducted in three high schools located in a metropolitan area. A total of 15 English teachers, each with a minimum of five years of teaching experience, were observed during their reading lessons over the course of one academic semester. Classroom observations were supplemented by interviews with the participating teachers to gain insights into their rationale for adopting particular questioning strategies.The findings reveal that teachers employed a range of questioning techniques, including literal, inferential, and evaluative questions. Literal questions, which require students to recall factual information from the text, were the most commonly used. These questions served to assess basic comprehension and ensure that students had a fundamental understanding of the reading material.Inferential questions, on the other hand, prompted students to make logical connections and draw conclusions based on the information presented in the text. These questions encouraged critical thinking and helped students develop their analytical skills. Teachers often used inferential questioning to gauge students' ability to synthesize and interpret the reading content.Evaluative questions, which required students to make judgments, express opinions, and provide personal reactions to the text, were less frequently utilized. However, when employed, these questions were effective in fostering deeper engagement and promoting higher-order thinking. Students were challenged to consider the significance, relevance, and implications of the reading material, thereby enhancing their overall understanding.The study also revealed that the frequency and distribution of these questioning strategies varied among the participating teachers. Some educators favored a more balanced approach, incorporating allthree types of questions, while others tended to rely more heavily on literal questions. The rationale behind these individual preferences was often influenced by factors such as the specific learning objectives, the complexity of the reading material, and the perceived skill levels of the students.Interviews with the teachers highlighted the importance of intentional questioning in facilitating active student engagement and promoting deeper comprehension. Experienced educators emphasized the need to carefully plan and sequence their questions to guide students through the reading process effectively. They recognized the value of using a combination of question types to cater to the diverse learning needs and cognitive abilities of their students.Moreover, the teachers acknowledged the challenges associated with implementing effective questioning strategies. Maintaining a dynamic balance between providing appropriate wait time, encouraging student participation, and managing classroom dynamics required a high level of pedagogical expertise and situational awareness. Effective questioning also necessitated a deep understanding of the reading content and the ability to anticipate potential student responses.The study's findings underscore the significance of teacher trainingand professional development programs in equipping educators with the necessary skills to employ a repertoire of questioning strategies. Workshops and collaborative discussions among teachers could foster the exchange of best practices and encourage the adoption of more diverse and intentional questioning techniques.Furthermore, the study highlights the importance of ongoing assessment and reflection on the part of teachers. By closely monitoring student responses and adjusting their questioning approaches accordingly, educators can better tailor their instruction to the evolving needs of their students. This iterative process of evaluation and refinement is crucial in ensuring the effectiveness of teacher questioning strategies and enhancing overall student learning outcomes in high school English reading lessons.In conclusion, this study provides valuable insights into the teacher questioning practices employed in high school English reading lessons. The findings suggest that a balanced and intentional use of literal, inferential, and evaluative questions can significantly contribute to the development of students' reading comprehension, critical thinking, and engagement. By prioritizing effective questioning strategies and continuously reflecting on their practice, English teachers can create more dynamic and enriching learning environments for their students.。
高中英语阅读课堂中教师提问研究
知识文库 第9期137高中英语阅读课堂中教师提问研究张 成高中英语教师的课堂提问，就是教师在阅读教学过程中良好的组织课堂，对学生开展语言输入，并指引学生实施相继语言输出的一种手段。
高中英语课堂教学中，最常用到的手段就是课堂提问，要想保障阅读教学能够顺利成功的进行，就必须确保良好的教师课堂提问。
教师提问质量的好坏，直接关系到英语阅读教学的总体效果以及和谐、美好师生关系的创建。
为此，对高中英语阅读课堂教师的提问现状进行探究，不但有利于培养高中生优秀的阅读习惯、学习方法，将学生阅读理解的技能进一步提升，并且还有利于提升教师英语阅读课堂教学的整体质量。
本文简要的对高中英语阅读课堂中教师提问的现况进行了探讨，以期为相关工作人员带来参考意义。
整个高中英语课堂教学的过程中，最关键的部分就在于高中英语提问教学。
提问教学在高中英语课程中起着至关重要的作用。
而提问不仅仅是英语阅读教学的关键性措施，同时也是教师课堂教学中重要的教学方式。
在我国《英语课程标准》中也明确的指出，英语教师应当在教学中积极的引导、培养学生学习知识的能力、理解能力。
而指引、辅佐学生学习的关键性路径以及方式，就是英语教师能够有效的继续课堂提问。
长期以来。
教师都在用提问这种方式来充分吸引学生的注意力，指导学生积极思考。
但事实上，并非所有教师的课堂问题效果都是很显著的。
从实践价值上来说，伴随着英语考试制度的不断改革，不仅提升了对学生英语现实掌握能力的要求，更对英语教师提出了更为标准的要求。
基于此，英语教师一定要明白教学宗旨，特别是在阅读课堂里，充分组织学生在了解课文的前提下积极发表自身见解。
为此，分析高中教师英语阅读课堂提问的实际状况，对于提升英语教育教学的质量具有非常关键的实际意义。
1 当前高中英语阅读课堂教师提问的现况当前，我国各大高校英语阅读课堂教师提问的实际状况并不理想乐观，依然存在着很多弊端。
例如：大部分教师为了使课堂学习的氛围更加浓厚，在提问的时候，基本都是一些比较简易的问题，这样一来，非但无法吸引学生对于英语阅读更深入的思考，并且还会导致学生丧失学习的兴趣。
试论高中英语阅读课堂提问的有效性教学
试论高中英语阅读课堂提问的有效性教学高中英语阅读课堂提问的有效性教学英语阅读作为高中英语的重要组成部分，在课堂教学中占据着极为重要的地位。
阅读教学的核心目标是增强学生的阅读能力和理解能力。
提问是一种常用的教学手段，合理的提问可以有效地促进学生的思考，提高学生的主动学习能力。
则如何利用提问这一教学方法进行高中英语阅读课堂的有效性教学呢？本文从阅读教学的特点出发，分析提问的教学方法和意义，探讨如何在高中英语阅读课堂中进行有效性提问。
一、阅读教学的特点1.属于语言技能的范畴。
阅读是语言技能的重要组成部分，是英语学习中不可缺少的一部分。
通过阅读，学生可以掌握英语词汇、句型、语法和语言特点等方面的知识以及拓展知识面。
2.具有积累性。
阅读知识需要通过不断学习和积累来获得，只有通过长时间的阅读才能形成阅读能力。
3.涉及个人语言学习体验。
阅读具有个人化和主观化的特点，学习者的个人学习体验、阅读习惯和学习技巧都会影响阅读的理解和效果。
二、提问的教学方法1.提问目的明确。
教师应该在教学前明确提问的目的，确定自己想要通过什么样的提问来达到目标。
明确了目标之后，教师就可以针对性地准备提问内容和形式。
2.提问方法合理。
不同的内容和教学目标需要使用不同的提问方法。
提问的方式要符合学生的年龄和智力发展特点。
3.提问形式多样。
提问的形式可以包括开放式问题、封闭式问题、综合型问题等。
教师应该根据教学内容和目标选择合适的提问形式。
三、提问的意义1.鼓励学生思考。
提问可以帮助学生深入思考，激发他们的想象力和创造力。
通过提问，教师可以引导学生思考，并学会自行解决问题，培养学生的独立思考能力。
2.检测学生阅读效果。
提问是检测学生阅读效果的一种方式。
教师可以通过提问了解学生对阅读材料的掌握程度和理解效果，从而更好地促进学生的阅读能力和阅读理解能力。
3.激发学生学习兴趣。
提问可以帮助学生解决心中疑惑，激发其学习的兴趣，从而更加主动地思考和探索阅读内容。
高中英语阅读教学中课堂提问策略的研究
高中英语阅读教学中课堂提问策略的研究摘要:在课堂上，提问是一种有效的教学手段。
教学始于问题，然后再以问题推进，所以，掌握好英语阅读课中的问题，将会对提高学生的阅读能力起到很大的作用。
本文通过对当前高中英语阅读教学中出现的一些问题进行了剖析，并针对这些问题，提出了一些有针对性的改进措施，以期能在新课程改革的条件下，进一步提升高中英语阅读教学的水平。
关键词：高中英语；阅读教学；课堂提问；策略研究引言在目前的英语课程实施中，有一种“有读书人就有天下”的说法，很好的体现了高中英语学习中阅读的重要性。
但是，在实践中，许多英语老师都是让学生自己去理解，自己去理解，这种做法不但没有帮助他们提高他们的阅读水平，反而会使他们的学习变得更加困难，从而使他们的学习更加困难。
在实践中，我们发现，有少数的老师利用课堂提问的方式，来对学生进行指导与学习，而学生也会跟着老师所提出来的问题，积极地去思考，认真地去学习。
所以，课堂提问在高中阅读的学习中起到了非常关键的作用，教师应该在课堂上将其应用到课堂上，这样才能更好地提升学生们对于英语阅读的学习效果。
一、高中英语阅读教学中课堂提问存在的问题（一）教师对英语阅读教学中提问内涵的认知不够关于英语阅读的教学，有教育学家提出过课堂提问的模式来进行教学，可以从低到高分分为六个水平层次，分别是：知识、理解、运用、分析、综合和评价，每一个梯度的提问与学生的学习情况与思维活动都存在着紧密的联系。
在现实生活中，学生在阅读课堂上所遇到的问题主要是一些事实、数字和符号，而对它们的回答往往是经过简单搜索就能获得的。
就拿判断题来说，这种问题一般都不会超过自己所学习过的知识，答案也都是通过寻找或者记忆，属于认知层次比较低的问题。
尽管通过简单的提问，能够让学生对文章的基础信息有更多的了解，但在现实的教学过程中，却存在着权重过大的问题，这就导致了对理解、应用、分析、综合和评价等方面的问题很少，因此在某种意义上，对学生的思维能力的提升也很困难。
高中英语阅读课问策略探讨
高中英语阅读课提问策略探讨-英语论文高中英语阅读课提问策略探讨江苏省兴化市楚水实验学校王燕英语阅读课教师提问策略是高中英语阅读课教学研讨的重要领域，通过教师的提问，能够引导学生进行有序并分层次阅读，提高学生的阅读理解能力，最终提高阅读教学质量，培养学生的英语素质。
本文针对教师阅读课提问策略进行研讨，从提问策略误区、有效策略与使用方法等方面进行阐述，以期抛砖引玉。
一、高中英语阅读课提问策略运用误区（一）教师提问策略认识缺失教师提问策略，通俗的说是指教师对学生进行提问，来帮助学生理解阅读的内容的决策性步骤。
但部分教师仅能理解其中的表面意思，这些教师没有深刻的理解教师提问策略的本质，只是单纯的将其当作一种课堂教学手段。
教师提问策略的本质应该是引导，其最终目的是引导和培养学生的阅读理解能力和英语综合应用能力。
部分教师认识上的误区导致他们在提问时缺乏这样的意识，提问目的只是完成教学计划，让学生明白阅读内容的意义，而不是培养学生的素质和提高学生的能力。
（二）提问方式科学性缺失部分教师在英语阅读课中的提问明显不具有科学性，所提的问题太过浅显，无法引起学生的深思，或者目的、动机或主题不明确，使得学生的思维太过分散，也无法产生相应的效果。
高中英语阅读大致可分为三类，字面性阅读、深层阅读以及创造性阅读。
这三种阅读层次，也可以作为教师提问策略的三个方向。
但目前大部分英语教师只是将所提问题停留在字面性阅读上。
对于深层阅读的提问，部分教师选择略过，或者是直接由其引导后给出答案，没有留给学生更多地思考空间。
至于创造性的阅读提问，则很少有教师使用。
因此，当前高中英语阅读课中的教师提问方式存在明显的不科学性，没有将学生当作主体，也没有进一步引导和开发学生的阅读理解能力和素质。
以上两种问题出现的原因，主要还是由于应试教育的长期影响。
在高考的压力下，大部分英语教师更多注重的还是学生的卷面成绩，其进行阅读课的目的也是提高学生阅读题的得分，而不是引导和培养学生的阅读理解能力和素质。
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高中英语阅读课堂提问技巧探析论文
高中英语阅读课堂提问技巧探析论文
摘要：在英语教学中，阅读教学一直是高中英语教学的重点和难点。
而课堂提问在很大程度上影响着课堂教学有效性，是阅读教学能否达到预期效果的关键。
那么如何灵活运用提问技巧来实现高中英语阅读教学的高效性，对此，笔者在结合实践经验基础上进行了简要探析。
关键词：高中英语；阅读教学；提问技巧；探析
在高中英语教学中，普遍存在着理论研究缺乏的问题，对提问策略和原则很少进行探究和实践，导致课堂提问流于表面化，没有产生实际效果。
从学生层面讲，随着生理和心理的日益成熟，他们课堂参与的积极性随之减退，因此教师要改变提问策略。
可以说，加强对高中英语阅读课堂提问技巧的探究具有非常重要的教学意义。
一、提问技巧的理论总结
（一）问题设计的方向性
在备课阶段，教师要设计能够代表课堂结构和方向的问题，确保问题的高水平，并保证一项任务最少一个问题。
同时，教师要结合实际进行随机提问。
（二）确保问题表达精准性
在实际提问过程中，教师要避免模糊不清的发问，确保问题专一性。
避免长时间不间断提问，以免打击学生自信心。
精准提问能够提高学生回答的正确性。
（三）问题设计的适度性
教师所提出的问题要适合学生认知能力。
这能够加深学生对问题的理解，有助于树立学生的自信心。
针对水平不同的学生，要用通俗易懂的语言表达问题，以便充分符合学生的学习水平和认知能力。
（四）坚持问题提问的逻辑性
尽量不要进行毫无针对性和目的性的随意提问。
要在全面了解学生实际学习水平和认知能力的基础上，根据实际教学内容，进行有计
划、有层次的提问，如此才有利于学生思维能力的培养。
（五）确保提问的延缓性
延缓性就是要给予学生思考问题的时间，提出问题之后，教师应该稍等片刻，以便丰富学生回答内容，提高学生的思维水平。
若是立刻让学生回答，就会降低师生和生生之间的有意义的互动作用。
在重新提问前，要为学生提供充足的消化时间，以加深学生对问题的理解。
二、高中英语阅读教学提问存在的主要问题
（一）问题方向性不足
问题方向性不足集中体现在两方面：一方面，有的问题包含了多个小问题，但是教师未能搞懂问题复杂的句式结构，未能抓住问题的.实质内容；另一方面，教师一次提出多个问题，但这些问题又是不同认知层面上的问题，由于缺乏层次性和渐进性，学生也很难找到回答问题的有效切入点。
（二）过度依赖于学生的自发问题
尽管学生自发提问，能够有效提高学生的认知能力和思维灵活性。
但是教师对这些自发提问根本无法进行准确预测，而为了确保学生自发提问的适当性，教师在备课环节就应该积极准备些关键性的问题。
但就现状来讲，许多高中教师缺乏这种意识，备课时只备教学过程，导致课堂上只有一些教师和学生自发的随意问题。
教师过度依赖于自发问题，极易导致目标偏离，教学重心失衡的问题。
（三）候答时间过短
实践研究证实，教师提问后候答时间平均为一秒钟，若是学生在此时间段内容未能思考出有效答案，那么教师就会变换、重述问题，或者直接点名回答。
而若是学生无法回答问题，教师就会在不到一秒钟的时间内提出下一个问题，或者直接给出答案。
这么短的时间根本无法让学生进行高水平思考，这对英语水平低的学生是一种不公，而这种问题普遍存在于高年级英语阅读教学中。
三、高中英语阅读提问技巧的应用探究
（一）设计有思考价值的问题
提问的根本目的是培养和提高学生的认知能力和思维能力，因此
教师在实际教学中，尽量设计一些具有挑战性、启迪性和引导性的课堂问题。
所设计的课堂问题要综合考虑问题的形式、内容、学生实际情况、问题难易度以及问题延展性等因素。
教师必须结合教学实际与学生实际进行精心设计，提出具有思考价值的课堂问题，调动学生积极性，引发学生思考，提高学生思维灵活性。
（二）明确提问的目的性
课堂提问的目的就是要培养学生思维能力，让学生能够用语言精准表达思维，实现高效互动。
在实际教学中，教师必须确保提问的目的性，最好不要随意、随处发问。
在高中英语阅读教学中，教师要结合实际教学内容和教学要求，学会确定不同的对象。
对基础性内容加以提问时，要以学习水平较差的学生为主，而对拔高性内容加以提问时，则要以学习水平中高的学生为主。
所以，教师在设计课堂问题时，要充分考虑问题的深广度和层次度。
不仅要面向全体学生，而且还要有针对性。
此外，尽管教师通过教学备课，拟定个别对象，但由于学生各方面的差异较大，尤其是心理差异的难以掌握，很容易造成教师判断失误，原以为能够回答的问题，结果却相反。
所以，教师要灵活调整提问对象，不然将打击到学生的自信心，导致学生腻烦心理产生，从而无法发挥高校提问的教学作用。
（三）延长候答时间
在实际英语阅读教学中，教师再提出一个问题之后，要给予学生足够的思考时间，这是非常重要的一个技巧。
提问后的候答时间是否合理，很大程度上决定了能否实现教学高效性。
延长候答时间能够有效丰富学生回答内容，提高学生回答的主动性，有助于学生给出通过高水平思维后得出的精准答案，有助于实现生生之间的高度互动。
当然，候答时间的长短要结合问题的难度和目的而定。
此外，当学生无法全面正确的回答出问题时，教师应该加以及时引导，争取让学生进行自我回答。
教学引导既可以是语言的，也可以是非语言的，包括肢体语言和表情等。
参考文献
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[2]叶洪霞.对高中英语课堂提问技巧的几点思考[J].中国校外教育.2011(03)
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