Chapter OneIntroduction
1.1 Research Background
课堂提问是非常重要的，在高中教英语。课堂提问的探讨已经有很多被查处。自1990年年初以来，“教师的提问已探讨通过课堂观察，经历了许多过渡史蒂文斯（1912）开创性探讨对教师的提问，例如，探讨人员已经把重点放在略论和改进教师的需要”一直被视为一个重要方面质疑的问题。探讨还解决培训教师带来高层次的问题，以符合学生的水平。Classroom questioning is important to teach English in senior high school. A lot ofresearches on classroom questioning have been investigated. Since the early 1990"s,teachers' questions have been studied through observations of classroom. Stevens' (1912)pioneering study on teachers' questions has undergone many transitions. For instanceresearchers have put emphasis on the need for analysis and improvements of teachers'questions. Studies also have addressed that training teachers to pose high level questionsto conform to students' levels has been considered as an important aspect of questioning.
此外，据利文龙（1981年），英语论文题目，教师在300-400之间题问的每一天。正如金Kellough的（1987）状态，质疑是最常用的教学措施之一。据理查德·洛克哈特（1994），课堂提问是为学习者掌握一门语言的关键。教师可以利用课堂提问，帮助学习者参与课堂活动，英语毕业论文，让学习者能够理解和使用他们的语言学习。胆（1970）和埃利斯（1994）提出，课堂提问是一种宝贵的授课教师，以刺激学生思考。周兴和周韵（2017）在家里，提问方式和以学生为中心的教学模式，通过课堂录音和问卷调查的反馈进行了系统的略论。他安平（2017）发现质疑和认知导向所造成的指令使用英语教学语料库之间的异同。程晓堂（2017）略论来自三个方面：语言学，语言教学和话语略论探讨质疑。虽然已经完成了大量的探讨，在英语教学中还存在一些问题，尤其是在课堂提问。王强（2017：84）指出：“一个老师问了80多个问题在30 - 分钟的课”，并认为“最问的问题被关闭，意味着答案的显示问题，老师都已经知道，其中许多人是简单的“是/否问题”。这些探讨，探讨的角度看语言生活的教学，尤其是教学的功能。In addition, according to Leven & Long (1981), teachers ask between 300-400questions each day. Just as Kim & Kellough (1987) state, questioning is one of the mostused teaching techniques. According to Richard & Lockhart (1994), classroomquestioning is crucial for learners to acquire a language. Teachers can use classroomquestioning to help learners participate in the classroom activities so that learners canunderstand and use the language they are learning. Gall (1970) & Ellis (1994) put it thatclassroom questioning is a valuable medium of instruction for teachers to stimulatelearners to think. At home, Zhou Xing & Zhou Yun (2017) made a systematic analysisabout questioning ways and feedbacks by classroom recording and questionnaires instudent-centered teaching model. He Anping (2017) discovers the difference betweenquestioning and cognitive guide caused by instructions by making use of English teachingcorpus. Cheng Xiaotang (2017) states that researches on questioning are analyzed fromthree aspects: linguistics, language teaching and discourse analysis. Although a lot ofresearches have been done, there are still some problems in English teaching, especially inclassroom questioning. Wang Qiang(2017: 84) observes "a teacher asked more than 80questions in a 30- minute lesson" and finds " most of the questions asked are closed anddisplay questions which means the answers are already known to the teacher and many ofthem are simple 'yes/no questions'". These researches are studied from the perspective oflanguage teaching, especially pedagogic functions.
The researches on questioning in classroom are concentrated in several aspects, suchas the distribution of questions (Long & Sato, 1983); the frequency of different questions(Long & Sato, 1983); the wait-time (Rowe， 1974; Nunan, 1991; Ostein. 1995) and thefeedback (Chaudron, 1988, 1993; Nunan, 1991; Ellis, 1994). Recently. Chineseresearchers are focusing on questioning strategies in English classroom, but empiricalresearches are not much about reading classroom questioning. Some people madeempirical studies on college classroom quest
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