Introduction: Classroom questioning is a method often used by English teachers in teaching. Effective classroom questioning can stimulate students' interest in learning and enable students to actively search for answers to questions, thereby cultivating students' ability to analyze and solve problems and effectively improve classroom efficiency. Therefore, teachers should pay attention to questioning in classroom teaching and explore questioning strategies to enable students to develop better. Effective ways to ask questions in primary school English classes
1. The meaning and advantages of effective questions
The key to whether a question is effective is whether it can make people feel doubt, confusion, anxiety, and exploration. mental state. Effective questions can stimulate students' interest in learning, inspire students' thinking, and enable students to actively participate in class. Therefore, teachers should design effective questions in classroom teaching to enable students to think actively and develop. Teachers should raise questions in a timely manner and give students multi-angle and multi-level inspiration, which can improve students' thinking ability and ability to analyze and solve problems. Moreover, effective questioning can help teachers check students' mastery of knowledge and skills, allowing teachers to promptly adjust teaching plans based on feedback information, improve teaching efficiency, and achieve classroom teaching goals.
2. Strategies for effective questioning
1. Facing all students
In traditional teaching, most teachers like to designate a few students to answer questions, or let them answer questions. Students with good academic performance answered, ignoring other students. If teachers do this, some students will feel that the matter has nothing to do with them and they do not need to take the initiative to think. This will make them no longer study seriously, and may even make them tired of studying. The new curriculum reform concept proposes that students are the main body of learning and the masters of the classroom. This requires our teachers to face all students when asking questions, consider the differences of students, and enable students to develop in an all-round way. Therefore, our teachers should fully understand students and design problems at different levels so that students can develop. For example, for students with good academic performance, teachers can ask expansion questions so that students can achieve more development; for students with average academic performance, teachers can design gradually improving questions so that students can improve step by step; For students with difficulties, teachers should design basic questions so that they can answer them, gain a sense of accomplishment, and gain confidence in learning. In addition, teachers should consider students' zone of proximal development so that students can pick peaches in just one jump. In this way, students can develop better.
2. Stimulate students' interest in learning
Confucius once said: "Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy." ?This tells us that only students who are interested in knowledge can actively learn and acquire knowledge. Therefore, our teachers should also pay attention to stimulating students' interest in learning when asking questions, so that students can actively analyze and solve problems. Therefore, teachers must fully consider the teaching materials and students' psychological characteristics, and design interesting, inspiring, and close-to-students' life questions to encourage students to think actively, thereby improving classroom teaching efficiency and optimizing classroom teaching effects.
3. Seize the right time
Teachers should seize the right time when asking questions, preferably when students are confused and want to clarify, but they can’t figure it out and want to When you express your thoughts but cannot speak out, this is what is called "not angry, not angry, not angry". As long as students are in the angry state of being unable to communicate with others and unable to express themselves verbally, they can analyze and solve problems more actively and achieve all-round development. After raising a question, teachers should not ask students to answer the question immediately, but should give students time to think so that all students can actively think and explore the answers to the questions. Under normal circumstances, it is most appropriate for teachers to leave 3 to 5 minutes for students. This will not take up too much classroom teaching time, and will not make students think about other things because the time is too long. If the questions are too difficult, teachers can organize students for group discussions. However, when conducting group discussions, teachers should pay attention to allowing each student to have a task and participate in the discussion.
At the same time, teachers should promptly discover problems among students, guide students in the correct thinking direction, and enable students to find answers to problems.
4. Questions should reflect openness
Classroom questions are generally raised by teachers, so that teachers will set the answers to the questions in their hearts. Some teachers will give the correct answer when a student answers it. Then, he turned a blind eye to other students who wanted to answer. This not only dampens students' enthusiasm for answering, but also prevents students with different opinions from expressing themselves, laying hidden dangers for future learning. The new curriculum reform requires teachers to design open-ended questions, guide students to think about problems from different angles, allow students to raise their own objections to problems, and encourage students to use different methods to solve problems. Therefore, when designing questions, teachers should pay attention to the openness of the questions and not set the only standard answer, so that students can actively think and gain a more comprehensive understanding.
5. Questions should be combined with appropriate encouraging evaluations
After answering the teacher’s questions, what students want most is that their answers are correct and they can get Recognition from teachers and classmates. At this time, if the teacher encourages appropriately, it will not only make students feel the joy of success, but also make students more actively participate in classroom question and answer. If teachers criticize and accuse students, it will hurt students' self-esteem, stifle their enthusiasm for learning, and even make students feel tired of learning. Therefore, teachers should use different evaluation terms according to their performance after students finish answering to stimulate students' interest in learning. For example, teachers can use verbal praise such as "Wonderful", "Great Very good", "Good", "Well done", "Not too bad", etc. to give students a successful experience.
In short, classroom questioning is a teaching method commonly used by teachers. If questions can be asked effectively, students can actively think about, analyze, and solve problems. Therefore, our teachers should carefully design classroom questions during teaching, so as to give full play to the teaching function of questioning and optimize teaching. Effective methods for asking questions in primary school English classes
1. The purpose of English teaching
The famous psychologist Piaget once said: Children are never wrong. So the only thing we have to do is: encourage children to keep raising their hands and develop their curiosity, so that they can learn more. The stability of attention is directly proportional to age. For example, the attention time of lower primary school students generally does not exceed 15 minutes, while the attention time of middle school students can exceed 35 minutes. Teachers should grasp the opportunity to ask questions and ask shy students and students who are not focused enough to ask questions in a targeted manner to bring them back to classroom activities. Appropriate classroom questions can not only stimulate students' interest in learning English, but also create opportunities for students to actively learn, encourage students to actively think about problems and seek ways and answers to solve problems, so that students' thinking can be constantly inspired, and at the same time Effectively improve the level of English classroom teaching.
2. Methods of asking questions in English classes
(1) Arouse learning motivation and stimulate interest in learning.
At the beginning of classroom teaching, if the teacher uses an interesting question or a highlight of the text to stimulate students’ curiosity, and then solves the problems one by one: what (what story), who (who), when (when), why (why it happened), where (where it happened), you can get twice the result with half the effort.
(2) The difficulty is moderate and everyone is equal.
The questions asked by the teacher should proceed from simple to complex, step by step. When asking questions in class, try to take care of every student. Simple questions can be answered by students with less basic knowledge. This can enhance their self-confidence and improve their listening and speaking skills. But for students with good grades, the difficulty of the questions can be increased to promote their rapid development.
Sometimes you can not ask questions by name, but ask a question first, and then let students answer according to their seats, using methods such as one by one, row and row, pair and pair, etc., so that every student has the opportunity to practice, so that every student can Students at all levels can get the information they need, and have achieved good results in that "students with excellent academic performance are well fed and students with learning difficulties are well fed".
(3) Diverse methods and flexible use.
To activate the classroom atmosphere, control students’ thinking, and enrich classroom teaching content, teachers must flexibly use a variety of questioning methods. The usual questioning methods include the following.
1. Single answer. This is the most common way for a student to answer individually.
2. Group discussion. Divide the class into several groups for discussion, and then the group members select representatives to answer the questions.
3. Whole class discussion: When answering some simple questions, such as True or False, the whole class can answer them together. In addition, you can also ask the same question, let students express their opinions, and then come up with a unified answer.
(4) Create situations and ask questions in a timely manner.
The most basic principle of English classroom teaching is to be able to understand, use and speak. In order to let students understand when teaching, teachers can use some physical objects, pictures, or their own expressions, body language, or connect characters, relationships between things, or scenes to assist teaching. In fact, this is to create a situation in asking questions to simplify and concrete the questions so that students can better understand them.
(5) The problem should be clear and induced in a timely manner.
Teachers should look at all the students when asking questions. On the one hand, this can attract students' attention, and on the other hand, it is also convenient for teachers to observe. If you see that most students frown and look embarrassed, the teacher should Realizing that this question may be difficult, break it down into several simple questions, ask students to answer them one by one, and then summarize them. Most of the teacher's questions are oral, so the questions should be clear and concise. If students fail to understand the question, the teacher should rephrase it in a form they can understand. Teachers should not criticize students if they misunderstand a question. Sometimes, the answers given by students are not sufficient, vague or incomplete. Teachers can ask further questions to help them clarify their thinking and allow them to come up with a comprehensive answer.
(6) Wait appropriately and think independently.
Teachers must master their time and allow appropriate thinking time after a question is raised. Encourage students to actively raise their hands to answer questions. You can use encouraging questions like "volunteers" to ask students if they have voluntarily stood up to answer questions. This can also exercise students' courage. When a student answers a question, the teacher should ask other students to stay quiet, listen to the answer, and judge whether the answer is correct. There is a common phenomenon of "calling" when students answer questions. That is, when the student who stands up cannot answer, the students around him will tell him the answer in a low voice. This phenomenon will make students mentally inert and dependent. Teachers should understand students' fear of losing face, avoid making excessive accusations, and do a good job of providing guidance.
(7) Appropriate evaluation and encouragement.
In order for the questions to truly play their due role, students must be given timely feedback after completing their answers. Students need to know whether their answers are correct or need to be improved or even corrected, so teachers should not be noncommittal about students' answers. When students give correct answers, praise and affirmation should be given. You can use "Good job! You are smart!/Excellent!" to praise.
Even if the student's answer is wrong, he should be allowed to finish speaking before being evaluated. He should also look for some positive factors to give appropriate affirmation. You can say: Don't be sad. You will do well next time. I believe you. ?Especially for some students with low reputation or weak foundation, special praise should be given to eliminate their psychological obstacles and restore their self-confidence.
Often when some students cannot answer questions or are too nervous to know what to do, teachers should encourage them appropriately and provide some hints instead of harshly blaming: Why don’t you say a word? Some teachers with a bad temper will Said: "Why can't you understand such a simple question?" This is absolutely unacceptable. When teachers ask questions, they must protect students' self-esteem and cannot deliberately make students look bad to avoid embarrassment. Once some students' self-esteem is damaged, they will develop antagonism and even give up on themselves. Only when students see the teacher's encouraging eyes and sincere attitude can they eliminate their nervousness and actively think about answers. Teachers should pay attention to students' sense of accomplishment in answering questions and give affirmation and encouragement even for small progress.
In short, in English teaching, we must adopt correct questioning strategies to highlight the key points and difficulties of teaching, effectively control the rhythm of the classroom, adjust the direction of classroom teaching in a timely manner, activate the learning atmosphere, activate classroom teaching, and make Pupils make progress in a relaxed and enjoyable environment.