研究结果表明，教师提问缺乏策略性的现象普遍存在于初中英语阅读课堂。从总

The results of the study indicate that the lack of strategicity in teacher questioning is common in junior middle school English reading classes. <br>Overall, questioning strategies teachers use problems include lack of planning, design content simply to mention <br>a single way to ask, and other general feedback mode. The main reason affecting teachers' questioning strategies used are: teachers <br>guide differences in educational background and teaching style, students and the level of response, as well as teaching hours and constraints in the test <br>to. Teachers 'lack of relevant theoretical knowledge of questioning strategies <br>will have an adverse effect on the improvement of students' expressive ability, the development of thinking ability and the cultivation of confidence in learning English. In response to these problems, the study recommended: <br>First, teachers should renew educational ideas, participation in teacher training related topics; second, focus on a variety of policy questions <br>abbreviated with the use of effective types of issues raised, and promote students' language output The development of thinking ability; <br>third, it is necessary to reasonably control the waiting time and give diverse feedback to maintain the students' motivation to learn.

The results show that the lack of strategic ity of teachers' questions is widespread in the English reading classroom in junior high school.<br>On the whole, the problems in the use of teachers' question strategies include lack of planning, simple design content, and<br>The way of asking is single, the feedback mode is general, etc. The main reasons that affect the use of teachers' question strategies are:<br>Differences in educational background and teaching style, student's level and response, as well as the constraints of teaching hours and the guidance of the exam<br>To. Teachers lack the relevant theoretical knowledge of questioning strategies, which will improve students' ability of expression and thinking.<br>Development and the development of confidence in learning English will have a negative impact. In response to these questions, this study recommends:<br>First, teachers should renew their educational concepts and participate in teacher training on related topics;<br>Slightly combined with the use, effectively raise various types of questions, promote the development of students' language output and thinking ability;<br>Third, we should reasonably control the waiting time and give a variety of feedback to maintain the students' motivation to learn.

The results show that the phenomenon of teachers' lack of strategy exists in junior middle school English reading class.<br>On the whole, the problems in the use of teachers' questioning strategies include lack of planning, simple design content, and raising<br>Single way of asking, general way of feedback, etc. The main reasons that affect the use of teachers' questioning strategies are: Teachers' questions<br>Differences in educational background and teaching style, students' level and response, as well as constraints in teaching hours and guidance in the middle school entrance examination<br>To. Teachers lack of theoretical knowledge about questioning strategies, which can improve students' expression ability and thinking ability<br>Development and confidence building in learning English will have a negative impact. In view of the above problems, this study suggests that:<br>First, teachers should renew their educational concepts and participate in teacher training on related topics; second, they should pay attention to various questioning strategies<br>It can help students to put forward various kinds of questions and improve their language output and thinking ability;<br>Thirdly, we should control the waiting time reasonably and give various feedback to keep students' learning motivation.