Second part: analyze of present situation of classroom questioning.
第二部分：课堂提问状况的分析。
Abstract in the process of classroom teaching classroom questioning is an important link.
摘要课堂教学过程中的课堂提问是一个比较重要的环节。
Abstract in the process of classroom teaching classroom questioning is an important link. For mathematics classroom focus on logical thinking, particularly important.
摘要课堂教学过程中的课堂提问是一个比较重要的环节。
From the current instance of some class status and the observed classroom questioning I found in the primary school teachers' classroom questioning of inefficient or invalid.
从现今的一些课堂现状以及观察到的课堂提问实例中我发现小学教师课堂提问的低效甚至无效。
In the traditional classroom teaching, it is a common phenomenon that teachers raise questions while students answer them, which is regarded as the only mode of classroom questioning.
传统课堂教学中最为普遍的是教师提问、学生回答，而且被视为课堂提问的唯一模式。
The teachers should pay much attention to the classroom questioning strategies thus train the pupils' ability of analysing and solving problems, and help them gain confidence in English learning.
教师须重视课堂提问策略，培养学生分析问题、解决问题的能力，使他们对学好英语充满信心。
In modem times, questioning has entered the classroom, and attracted more and more people's attention.
至近代，提问步入课堂，引起人们越来越多的关注。
One of the most common forms of classroom interactions is initiated by teacher questioning.
教师提问是课堂教学一种普遍的方法，课堂交际最普遍的形式就是由教师提问开始。
Teachers' questioning in the classroom plays a significant role in TCFL.
教师的课堂提问在对外汉语教学中发挥着重要的作用。
Teachers should adopt diversified questioning strategies suitable to different teaching tasks according to the procedure rules in classroom teaching, thus making questioning procedural, too.
教师应根据课堂教学的程序性规律，采用适合各个环节的课堂提问策略，使课堂提问分布呈现程序性的相应特点。
Reflecting foreign language classroom involves criticizing the traditional "learn-to-answer" instruction and questioning the traditional learning style.
外语课堂反思包括对传统的“学答”教学的批判和传统学习方式的质疑。
Adopting effective questioning skills to improve classroom interaction.
采用有效的提问策略，提高课堂交际效果。
In classroom teaching, the present situation of students consciousness of questioning is characterized by no question to ask, dare not to ask, don t know how to ask and has no chance to ask.
在课题教学中，当今学生问题意识的现状是：没有问题可问、不敢问、不知如何问、没有机会问。
The pattern of questioning& discussion in classroom instruction is divided specifically into four stages: approaching stage, researching stage, periodical summarizing stage and improving stage.
课堂教学问题探讨模式具体分为四个阶段：进入问题阶段、问题研究阶段、问题小结阶段和问题提升阶段。
The pattern of questioning& discussion in classroom instruction is divided specifically into four stages: approaching stage, researching stage, periodical summarizing stage and improving stage.
课堂教学问题探讨模式具体分为四个阶段：进入问题阶段、问题研究阶段、问题小结阶段和问题提升阶段。
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