Study on the Effectiveness of Classroom Questioning in Primary and Secondary Schools under the Perspective of Learning Analysis

Questioning plays a crucial role in classroom teaching and teacher-student interaction; however, the existing research on questioning in high-quality primary and secondary school classes remains limited. In this study, we selected 30 exemplary class videos from the ‘One Teacher, One Excellent Course’ initiative as our research subjects. Through learning analysis, the researchers investigated the types of questions posed in these classrooms and examined the characteristics of question presentation sequences. Additionally, based on the IRF theory, the researchers analyzed the typical dialogue structure observed in classes from both eastern and western regions. The findings revealed that (1) There is an overall ratio of approximately 6:4 between convergent and divergent questions, with a higher proportion of content-irrelevant questions found in the western region compared to the eastern region; furthermore, significant sequential patterns were identified for questions of similar types (2) Notable differences exist regarding question types employed by teachers from eastern and western regions - teachers from the east tend to ask diffuse and abstract convergent questions followed by guiding students through further probing inquiries based on their responses to enhance cognitive abilities; conversely, teachers from the west are more inclined to pose concrete convergent questions independent of content before providing affirmative feedback on student responses. This study sheds light on intrinsic features exhibited within high-quality classroom examples through a questioning perspective while offering empirical evidence for teacher training programs and classroom instruction.“