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1、OnthejuniorhighschoolEnglishteachingtopicsquestionsshouldgraspThequestionisthemostcommonintheEnglishclassroomteacher-studentinteraction,itcanhelpteacherstounderstandandgraspthestudents’learningconditions,toadjustclassroomteaching,isabasicteachingmethods,animportantpa
2、rtofclassroomteaching,teachersimpartknowledge,skillstraining,teachersandstudentsintheformofbilateralactivities.agoodgraspofclassroomquestioningtechniquestoimprovetheteachingeffectplaysanimportantrole.excitingandeffectivequestioningtomaketeachingaveryimpressiveandcana
3、lsoimprovethequalityofclassroomteaching.Questioningtheuseofproperly,abletomobilizetheenthusiasmofthestudents’thinking,contributetotheimprovementofteachingquality.Conversely,iftheclassroomquestioningisinappropriate,itwillhinderstudents’thinkingandintellectualdevelopme
4、nt,andevendampentheenthusiasmofstudents’learning.Therefore,thequestionoftheteachersmustemphasizeartistry,attentiontostrategy9questions.Aclassroomquestioningoften(AquestionunplannedQuestions,theteacherrandomquestions,thelackofparticleandcoherentquestions,forexample,so
5、meteachersasktoask;someteacherstoaskonbehalfofpenalty,andmistreatmentofstudents,someteachersengageinasuddenattack,suddenquestions,andsometeachersissuesraisedbyambiguous,abstractempty,unintelligiblestudents;notmoderatethedifficultyofthequestionsraisedbysometeachersdon
6、otmeetthelevelofknowledgeofthestudents.teachersunplannedquestionswillmakestudentsinapassivelearningstate,suppressionofstudentsthinking,askednotanswer“and”Kaiwithouthair“intheclassroom.(B)thelevelanddepthofquestionsThequestionoftheteachers‘dedicationdesignistostimulat
7、estudents’thinking,arousetheirdesiretoexploreknowledge,toidentifyproblems,askquestionsandsolveproblemstobuildabridgeandlink,andguidethemtolearnandmasternewknowledge.Ifthequestion9isthelackofhierarchyanddepthone-timebyaskingquestionsofnewknowledgeallshowinfrontofstude
8、ntssothatstudentsgenerallyfelttoanswerthedifficultclassroomwithlittlesuccess,reachtoimproveteachingquality.(Threequestionsuntargete
