The Future of Education

Classroom questioning is an ordinary activity organized by teachers who make it to construct the knowledge system they teach. The paper focuses on analysing those questions put forth by teachers in class from its types and teaching effects. The research subjects are freshmen of English majors from Hebei Normal University. After a term’s classroom teaching, I designed a questionnaire to collect students’ ideas on question in class. Based on Bloomfield’s classification on questioning, the questionnaire is carefully analysed. Teaching goals are achieved by questioning, they are: to consolidate students’ knowledge in language, to assess the depth and width of reading comprehension, to develop students’ critical and creative thinking, to construct students’ ability of language use. The paper continues to elaborate on some points that teachers must pay attention to in classroom questioning. Time, feedback, sequences and “face” play an important role all the time while questioning for good teaching effects. “Face” is a special one compared with the other three theoretical points, which belongs to psychological response. In summary, good classroom questions guarantee good teaching.