Abstract: In the process of primary school English teaching, classroom questioning is a key way of teacher-student interaction and an important means of evaluating students’ learning outcomes. However, there are still many shortcomings in the design and implementation of classroom questioning, which directly affect teaching effectiveness and the development of students’ language abilities. This article aims to analyze the main problems in current primary school English classroom questioning, and explore speciffc strategies to improve the effectiveness of classroom questioning based on actual teaching cases, in order to promote the real occurrence of teaching interaction and the cultivation of students’ comprehensive language proffciency. Research has shown that optimizing questioning levels, enriching questioning forms, enhancing situational integration and generative questioning can signiffcantly improve classroom participation and teaching effectiveness.
Keywords : Primary School English; Classroom questioning; Teaching interaction; Case Analysis
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