Effective methods of asking questions in primary school English class

Introduction: Questioning in class is a method that English teachers often use in teaching. Effective classroom questioning can stimulate students' interest in learning and make them actively seek answers to questions, thus cultivating students' ability to analyze and solve problems and effectively improving classroom efficiency. Therefore, teachers should attach importance to questioning in classroom teaching and explore questioning strategies to make students develop better.

Effective questioning methods in primary school English class 1. Significance and advantages of effective questioning

Whether the question is effective depends on whether it can make people feel suspicious, confused, anxious and inquiring. Effective questioning can stimulate students' interest in learning, inspire their thinking and make them actively participate in the classroom. Therefore, teachers should design effective questions in classroom teaching to make students think and develop actively. Teachers should ask questions in time and give students multi-angle and multi-level inspiration, which can improve students' thinking ability and their ability to analyze and solve problems. Moreover, effective questioning can help teachers check students' mastery of knowledge and skills, make teachers adjust teaching plans in time according to feedback information, improve teaching efficiency and achieve classroom teaching goals.

Second, effective questioning strategies

1. For all students

In traditional teaching, most teachers like to assign a few students to answer questions, or let students with good academic performance answer, while ignoring other students. By doing so, teachers will make some students feel that they have nothing to do with themselves and do not have to think actively, which will make them stop studying hard and even make them feel tired of learning. The concept of new curriculum reform puts forward that students are the main body of learning and the masters of the classroom. This requires our teachers to face all students and consider their differences when asking questions, so that students can get all-round development. Therefore, our teachers should fully understand students, design different levels of problems, and let students develop. For example, for students with good academic performance, teachers can ask expanding questions so that students can get more development; For students with moderate academic performance, teachers can design questions to improve gradually, so that students can improve step by step; For students with learning difficulties, teachers should design basic questions so that they can all answer them, gain a sense of accomplishment and generate learning confidence. In addition, teachers should consider students' recent development areas and let students? You can pick peaches in one jump? . Only in this way can students get better development.

2. Stimulate students' interest in learning

Confucius once said:? Those who love it are better than those who know it, and those who enjoy it are better than those who love it. ? This tells us that only students who are interested in knowledge can actively study and acquire knowledge. Therefore, our teachers should also pay attention to stimulate 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, design interesting, inspiring and close to students' lives, and urge students to think positively, so as to improve classroom teaching efficiency and optimize classroom teaching effect.

Seize the right moment

Teachers should seize the opportunity when asking questions, preferably when students are confused, want to make it clear, but can't make it clear, want to express their ideas, but can't say it. Is this the so-called? Not angry, not angry, not angry? . Students only need to be there? What's the point? What's the point? Only by actively analyzing and solving problems can we achieve all-round development. Teachers should not let students answer questions immediately after asking questions, but should give students time to think and let all students actively think and explore the answers to questions. Under normal circumstances, it is most appropriate for teachers to leave students 3 ~ 5 minutes. This will not take up too much classroom teaching time, nor will it make students think about other things because it takes too long. If the problem is too difficult, the teacher can organize the students to have a group discussion. But in group discussion, teachers should pay attention to let each student have a task and participate in the discussion. At the same time, teachers should find the problems among students in time, guide students to think in the right direction, and let students find the answers to the questions.

4. Ask questions openly.

Classroom questions are usually asked by teachers, so that teachers will set the answers to the questions in their hearts. Some teachers turn a blind eye to other students who have correct answers but want to answer them. This not only dampened students' enthusiasm for answering, but also made students with different opinions unable to express themselves, which laid a hidden danger for future study. The new curriculum reform requires teachers to design open questions, guide students to think from different angles, allow students to raise their own objections to problems, and encourage students to adopt different methods to solve problems. Therefore, when designing questions, teachers should pay attention to the openness of questions, rather than setting a single standard answer, so that students can think positively and gain a more comprehensive understanding.

5. Questions should be combined with appropriate encouraging evaluation.

After answering the teacher's questions, what students want most is that their answers are correct', which can be recognized by teachers and classmates. At this time, if teachers encourage them properly, they can not only make students feel the joy of success, but also make students participate in classroom questions and answers more actively. If teachers criticize and accuse students, it will hurt their self-esteem, stifle their enthusiasm for learning, and even make them feel tired of learning. Therefore, teachers should choose different evaluation terms according to students' performance after answering, so as to stimulate students' interest in learning. If the teacher can use it? Wonderful? Good. Good? Okay？ Well done? Not too bad? Such as verbal praise, so that students can get a successful experience.

In short, classroom questioning is a common teaching method for teachers. If effective questioning can make students think, analyze and solve problems actively. Therefore, we teachers should carefully design classroom questioning in teaching, give full play to the teaching function of questioning and optimize teaching.

Effective questioning methods in primary school English class 1. The purpose of English teaching

Piaget, a famous psychologist, said: Children are never wrong. So the only thing we have to do is to encourage children to raise 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 primary school students in lower grades generally does not exceed 15 minutes, while that of middle school students can exceed 35 minutes. Teachers should seize the opportunity to ask questions, ask questions to shy students and students with inattention, and call them back to class activities. Proper classroom questioning can not only stimulate students' interest in learning English, but also create opportunities for students to actively study, promote students to actively think about problems and seek solutions and answers to problems, so that students' thinking can be continuously inspired, and at the same time, the level of English classroom teaching can be effectively improved.

Second, the methods of asking questions in English class

(1) Stimulate learning motivation and interest.

At the beginning of classroom teaching, teachers can get twice the result with half the effort if they stimulate students' curiosity with an interesting question or a highlight of the text content, and then solve the questions one by one: what (what story), who (who), when (why) and where (where).

(2) The difficulty is moderate and everyone is equal.

Teachers should ask questions from simple to complex step by step. When asking questions in class, we should take care of every student as much as possible. Students with poor foundation can answer simple questions, which can enhance their self-confidence and improve their listening and speaking ability. But for students with good grades, it can increase the difficulty of the problem and promote its rapid development. Sometimes, instead of asking questions by name, you can ask a question first, and then let the students answer according to their seats. We can give each student a chance to practice one by one, row by row and pair by pair, so that students at all levels can get the information they need. Did you get it? Good students can eat enough, and poor students can eat enough? The effect is good.

(3) Various ways and flexible application.

Teachers must use a variety of questioning methods flexibly, enliven the classroom atmosphere, control students' thinking and enrich classroom teaching content. There are usually the following ways to ask questions.

1. Single answer. It is the most common way for a student to answer alone.

2. Group discussion. Divide the class into several groups to discuss, and then the group members choose representatives to answer.

3. Class discussion: When answering some simple questions, such as right or wrong, the whole class can answer them together. In addition, you can also ask the same question, let students express their opinions and get a unified answer.

(4) Create situations and ask questions in time.

The basic principle of English classroom teaching is to be able to understand, use and speak. In order to make students understand, teachers can use some objects, pictures, or their own expressions, body language, or contact with people, things or scenes to assist teaching. In fact, this is to create a situation in asking questions, so that the questions are simplified and concrete, so that students can better understand them.

(5) Clear the problem and summarize it in time.

Teachers should look at all students when asking questions, which can attract students' attention on the one hand and facilitate teachers' observation on the other. If you see that most students frown and show reluctance, the teacher should realize that this question may be difficult, break it down into several simple questions, and then make a summary after the students answer them one by one. Teacher's questions are mostly oral, and they should be clear and concise. If students can't understand this problem, teachers should rephrase it in a form that they can understand. If students misunderstand the question, teachers should not criticize it. Sometimes, the answers given by students are insufficient, and the expressions are vague or incomplete. Teachers can ask some further questions to help them clear their minds and get comprehensive answers.

(6) Wait appropriately and think independently.

Teachers must master the time and leave appropriate time for thinking after asking questions. Encourage students to actively raise their hands to answer questions. Volunteer? This kind of encouraging question can also exercise students' courage by asking whether they have come forward to answer questions voluntarily. When a student answers a question, the teacher should ask other students to keep quiet, pay attention to the answer and judge whether the answer is correct or not. How often do students answer questions? Call? The phenomenon is that when the students who stand up can't answer, the students around them quietly tell them the answer. This phenomenon will make students mentally inert and dependent. Teachers should understand students' fear of losing face, don't criticize too much, and do a good job of persuasion.

(7) Appropriate evaluation and encouragement.

In order to make questions really play their due role, students must give feedback in time after answering them. Students need to know whether their answers are correct or need improvement or even correction, so teachers should not be noncommittal about students' answers. When students give correct answers, they should be praised and affirmed. You did a good job. You are very clever! /excellent! ? I'll praise it later. Even if the student's answer is wrong, he should be allowed to finish before making an evaluation. More importantly, he should seek some positive factors to give him a proper affirmation. Don? Don't be sad. You will do well next time. I believe you. ? Especially for some students with bad face or weak foundation, special praise should be given to eliminate their psychological obstacles and restore their self-confidence.

Usually, when some students can't answer questions or are too nervous to know what to do, teachers should encourage them appropriately and provide some hints instead of severely criticizing them. Why not say that some impatient teachers will say: Why can't such a simple problem be solved? This is absolutely unacceptable. When teachers ask questions, they should cherish students' self-esteem, and they should not deliberately make students look stupid, so as not to make them feel embarrassed. Once some students' self-esteem is damaged, they will have rebellious feelings 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 the answer. Teachers should pay attention to students' sense of accomplishment when answering questions, and give affirmation and encouragement even if it is a small progress.

In short, in English teaching, we must adopt correct questioning strategies, so as to highlight the key and difficult points of teaching, effectively control the classroom rhythm, adjust the direction of classroom teaching in time, activate the learning atmosphere, activate classroom teaching, and let students make progress in a relaxed and happy environment.