对于实施提问的策略，格拉伊赛尔(Groisser, 2009)认为教师

For questions of policy enforcement,格拉伊赛尔(Groisser, 2009) believe that teachers should do to face all the students mention <br>ask scope is broader issues involved, the fact that the proportion of problem classes and thinking class to maintain balance, and sometimes can be allow students to <br>answer questions raised by the students; ② Judith (Nappi, Judith S} 2016) believe that teachers should be through the use of cognitive taxonomy <br>design issues, will help teachers develop a wider range of issues, such as those caused students to recall the problems and require students to analyze <br>problems and application creation. ③ Zahrani (Al-Zahrani, 2017 and so on through classroom for English as a Second Language (EFL) of <br>interactive research results, through the use of questioning techniques wisely, the level of English classroom interaction context can significantly improve .④

As for the strategy of implementing the question, Groisser (2009) argues that teachers should face all students<br>Ask, the scope of the problem should be broad, the proportion of problems in the fact class and the thinking class should be balanced, and sometimes students can come<br>Answering questions from classmates; (2) Judith (Judith S? 2016) believes that teachers should adopt cognitive classification<br>Design issues will help teachers develop broader issues, such as those that cause students to recall, and require students to analyze,<br>Application and creation problems. (3) Al-Zahrani, 2017 and other classes in English as a Second Language (EFL)<br>Interactive studies have found that the level of classroom interaction in the English context can be significantly improved by using question-asking techniques wisely. (4)

For the implementation of questioning strategy, groisser (2009) believes that teachers should be able to face all students<br>Ask, the scope of the questions should be wide, and the proportion of the questions in fact and thinking should be balanced. Sometimes students can come<br>Answer students' questions; ② according to Nappi (Judith s} 2016), teachers should use cognitive taxonomy<br>Design questions will help teachers to develop a wider range of questions, such as those that arouse students' memories, and require students to analyze<br>Application and creation. (3) al zahrani, 2017, etc. passed the class of English as a second language (EFL)<br>The results show that the level of classroom interaction in English context can be significantly improved by using questioning techniques wisely. 4.<br>