The results of this research indica

这项研究的结果表明，在小学英语阅读课中，提问策略的缺乏是常见的。结果发现，很多老师没有为阅读课做足够的准备。在提问时，老师很少考虑学生的认知水平和情感因素。他们没有向学生提供具体反馈，等等。此外，影响教师提问策略应用的主要因素有：教师的教学风格和教育背景不同，学生的语言水平和反应方式。此外，教师对提问策略缺乏系统和综合的理论，不仅阻碍了教学活动的有效实施，而且对提高学生的表达能力产生了负面影响，<br>鉴于上述问题，本研究建议：首先，教师应更新自己的教育观念，并参加有关主题的教师培训；其次，应根据实际教学运用各种提问策略。可以提高学生的语言输出和思考能力；第三，合理控制轮候时间，给予各种反馈，保持学生的学习动力。

The results of this research indicate that the lack of strategy in questioning is common in primary school English reading classes. It is found that many teachers do not make enough preparations for the reading class.The teachers seldom consider students’ cognitive level and emotional factors when questioning. They do not give specific feedback to students and so on. What’s more, the main factors that affect the application of teacher questioning strategies are as follows: teachers' different teaching style and educational background, students' language level and response. Furthermore, teachers' lack of systematic and comprehensive theory about questioning strategies not only hinders the effective implement of teaching activities, but also brings negative effect on the improvement of students' expression ability, the development of thinking ability and the cultivation of interests in English reading.<br>In view of the above problems, this study suggests that: First, teachers should renew their educational concepts and participate in teacher training on related topics; second, they should use various questioning strategies according to the actual teaching. It can improve students’ language output and thinking ability; thirdly, we should control the waiting time reasonably and give various feedback to keep students' learning motivation.

研究结果表明，在小学英语阅读课堂中，提问策略的缺失是普遍存在的。研究发现，许多教师对阅读课准备不足，提问时很少考虑学生的认知水平和情感因素。他们不给学生具体的反馈等等。影响教师提问策略运用的主要因素有：教师不同的教学风格和教育背景、学生的语言水平和反应。此外，教师缺乏系统、全面的提问策略理论，不仅阻碍了教学活动的有效实施，而且对学生表达能力的提高、思维能力的发展和英语阅读兴趣的培养都产生了负面影响。<br>针对以上问题，本研究建议：一是更新教育观念，参与相关主题的教师培训；二是根据教学实际，采用多种提问策略。第三，合理控制等待时间，给予各种反馈，以保持学生的学习动机。<br>