Abstract: As an effective teaching method, questioning has been highly valued and widely applied by the teachers at home and abroad since ancient time. It is agreed that good questioning can promote students’ understanding of teaching, make the class vivid and improve the classroom achievement. Yet, for a long time, some problems still exist although there are many achievements in the area of the research work in terms of teacher’s questioning in Junior English class. This paper is aimed to combine theory with practice by observing and contrasting two particular lessons, one given by the teacher who is good at adopting the questioning skillfully and the other by an average teacher. The paper analyzes different practices of questioning in terms of their types, content and the relativity of teachers’ questioning attitude and students’ answer. The paper then proposes some strategies of improving questioning and some ways to enhance teachers’ quality, and puts forward some suggestions.
Key words: teacher questioning; English teaching; junior middle school
摘要：作为一种有效的教学方法，提问自古以来就得到国内外教师的高度重视和普遍运用。人们通常认为好的提问方式能促进学生对教学内容的理解，调动课堂气氛，提高课堂成果。然而长期以来，初中英语课堂教师提问研究虽然出了很多成果,但是还存在一些问题。本文旨在从理论和实践入手，通过对初中英语课堂一节教师善于使用提问技巧的优质课和一节普通课的对比与分析，分别从教师提问的类型、内容和教师提问言语态度与学生话语产出的相关性进行研究。在此基础上总结，提出了一些优化课堂提问的策略和提升教师素质的方法。由此提出一些建议。
关键词: 教师提问；英语教学；中学课堂
