1、教资面试高中英语阅读浅析高中英语阅读教学教师的提问技能的论文教资面试高中英语阅读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
2、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。 1. Introduction 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
3、 Curriculum Standard. However, English reading comprehension has been a headache for most of students, who dont really know how to read. Thus how to teach reading widely and effectively has become a problem of utmost importance. So far, most learners of English as a foreign language in China learn t
4、he target language from their teachers in the classroom. Therefore, being one of the most commonly 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 Tr
5、aining 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
6、know about at what level the students proficiency and, whats 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
7、. Teachers questioning is not a simple teaching process. It requires the teachers efforts of further study and real practice. 2. Analysis of questioning in reading class 2.1 Definition of teachers questioning Questioning is an effective teaching technique in reading class. There is a long history of
8、 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
9、 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 whats teachers question
10、ing? “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, mo
11、re 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-an
12、swer process, communication 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 “According to Larry A. Harris& Carl B. Smith, reading is the readers interaction with a printed message in En
13、glish as a second language across a range of active think operations for some purposes such as to find information, to compare or to enjoy in or out of classes, guided by a teacher.” 2The interaction requires both the extraction of information and an active response to ideas. Therefore, reading is n
14、ot 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. This teacher-initiative procedure treats students as passive readers, which spoils students interests in reading and its ef
15、fectiveness. 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 becomes more learner-centered, teachers are increasingly being asked to guide learning rather than s
16、imply deliver information. Questioning is the most important tool teachers have for meeting this goal. In the most common type of classroom questioning known as IRFInitiation-Response-Feedback pattern, appropriate questioning can fulfill a number of different functions. We use questioning in reading
17、 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
18、 know and use good questioning strategies to develop students reading abilities. 2.3Questioning in the process of reading class There are three steps of teaching of reading: pre-reading, while-reading, post-reading. Therefore, questioning are various in every step In pre-reading activity, there are
19、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. While
20、-reading activity is the most important activity in reading. Display questions are presented in this step, which is asked according 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 q
21、uestions. It not only makeS students understand the text fully, but also provideS chances to use the target language. 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 tec
22、hnique. It encourages students to participate. 2.4 Problems of teachers questioning Questioning 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 que
23、stioning 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 cant stimulate students to join in, nor can it deve
24、lop their reading ability. There are still many problems: 2.4.1 Lack of clear aims in teachers questioning In 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 memo
25、rized a particular language point, which contributes little to understand the text and students are likely to feel bored and reluctant to participate. Whats more, if the teachers aim of asking questions is only to ask students to answer “Yes” or “No”, the classroom atmosphere will be boring and cant
26、 attract students. Such questions should be avoided in order to have an effective teaching. 2.4.2 Concentration of lower levels of questions Effective questioning sequences should include a mixture of both lower level questions and higher level questions and vary with the objectives of the lesson. R
27、esearch 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 nee
28、d 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-time Wait-time is
29、 think-time. Proper wait-time gives students time to think, but most teachers tend not to wait long enough between 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 speaki
30、ng 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
31、 teacher asks and students proficiency levels. 2.4.4 Improper feedback and assessment Refer 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 s
32、tudents with information about their increasing competence and helps satisfy their intrinsic need to understand how theyre 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 in classroom 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 fe
