How to Improve the Effectiveness of English Questioning in Primary Schools

First, create situations to improve interest

English classroom is full of vitality. Usually, we often use songs and ballads consciously to arouse students' interest, but it is very easy to ignore the passion brought by the most fundamental classroom questions. When we face students listlessly and ask questions weakly, students will also be infected by this gray emotion and pay no attention to the teacher's questions. Therefore, when we ask questions, we should create a lively questioning atmosphere to attract students' attention and make them enter the created problem situation and think positively.

besides starting with emotions, it is more important that we should design some questions that are close to students' lives and can interest them according to their psychological characteristics and cognitive level.

For example, when expressing study time, you can ask students to make their own schedule, and then ask them to introduce their life in English. Not only can it help students use their time, but also other students can take the initiative to pay attention to the student during the introduction of a student.

for example, take My new room (PEP Unit5, pep grade five) as an example, ask students to take photos of their bedrooms in advance, and then ask questions about the photos: What's in your bedroom? How many end tables are there in your bedroom？ Is there a computer in your bedroom？ Where is the computer？ ... class =' class1' > using these materials from real life to ask questions is the easiest way for students to experience feelings. Therefore, we should try our best to skillfully use teaching materials according to the characteristics of the course, and consciously design some guiding and enlightening questions or questions closely related to students' lives to arouse their strong interest, so as to give full play to their learning potential and improve their learning quality ...

second, the goal is clear, improve the directionality

classroom questioning must be guided by the teaching purpose of this unit. We should study the teaching materials carefully, try to understand the students' situation and the needs of this class when preparing lessons, and grasp the knowledge points of each class. If the questions are excessively divergent, students may be irrelevant and unable to answer questions for a while. Usually there is a word in the question that they don't know or understand, or the question is too jumping, which will also affect their understanding of the question.

for example, in Unit 4 What are you doing? (PEP, Grade 5, Volume 2) In the teaching of the first class, a scene is designed: (Mike and his family members.) Starting from the sentence of Mike likes drawing pictures, another phrase is taught through the activities of family members. Simple phrase teaching is smooth, but it ignores "what are you doing?" The penetration, understanding and application of this key sentence pattern, because there is no clear direction to -ing when asking questions, and the person name is complicated, make students confused about you, and can't understand -ing, which leads to the passive questioning in the next class, and students can only follow the mechanical answer.

Gary D. Barics, an American educator, pointed out: "Effective questions are those that can actively organize answers and therefore actively participate in the learning process. The validity of the question lies not only in words, but also in the change of tone, the choice of words and the context of the question. There are many ways to ask questions, and each way can determine whether it is understood as a question by students. Any oral statement or gesture is regarded as a question as long as it causes students to answer or respond; If this kind of answer or response can make students participate in the learning process more actively, then this kind of question is an effective question. " English teaching does not advocate prompting in Chinese. If students fail to respond to questions immediately, we can use body language, pictures and various props to help students better understand the meaning of questions.

Third, face the whole class and improve the level

Classroom questioning can help our teachers to check whether students understand and have mastered the knowledge points of this unit, so questioning should be aimed at all students as much as possible, and other students should not be denied the opportunity to exercise just around the students with higher level, nor should they just ask the underachievers and ignore the exemplary role of the good students.

However, if the questions are too simple, it is not easy to arouse students' interest, and it is difficult to arouse students' enthusiasm.

for example, in the Unit 2 My favourite season, the second volume of the fifth grade of PEP teaching, if students are asked to answer Which season is it only according to the seasonal characteristics provided by the pictures? Or Which season do you like best? Simple questions, such as what's the weather like in spring/summer/...? What do you wear in spring/ summer/...？ What can you do in spring/ summer/ ...？ Why do you like spring/ summer/...？ These open-ended topics can make students connect with their real life, stimulate students' learning enthusiasm, and help students integrate old knowledge with new knowledge in the process of application. Moreover, after letting students think, discuss and answer freely, I can always get more novel and reasonable answers than I expected.

To make the design questions hierarchical, we need to fully understand the actual level of students, master the learning situation, and on this basis, study the teaching materials carefully, grasp the teaching objectives, and then ask questions appropriately. The design of these questions should conform to the students' cognitive rules, step by step, from easy to difficult, from shallow to deep, from simple to complex, and step by step, so that students can understand knowledge deeply. Relatively difficult questions can be broken down into a series of small questions, so that students can gradually understand the word or sentence and master the language points by answering questions.

Improving the effectiveness of questioning in English class is a problem that every English teacher should pay attention to. Only by following the principle of effectiveness can questions be brought into full play. Classroom questioning should really help students master basic knowledge and skills, develop students' thinking ability and improve students' language expression ability, and really let students acquire and use language. As a primary school English teacher, only by studying our students, our texts, grasping new ideas, constantly reflecting on our teaching behavior and guiding our teaching practice with brand-new ideas can our classroom be full of wisdom and more harmonious.