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摘要近年来，众多研究证明教师提问作为教师话语的重要组成部分，不仅是学生语言输入的一种重要来源，而且为学生提供了语言输出和反馈纠错的机会，因此，一直是语言教学与研究所关注的一个焦点。本研究通过理论回顾与分析，总结教师提问的特点并建构本研究的理论框架，然后采用课堂观察和访谈的形式对某中学两位英语教师课堂提问策略进行量化和质化分析。量化分析采用预设的提问标注系统，对提问类型、提问策略、提问分配、反馈方式的频度进行了量化。通过质化分析访谈转写内容，对教师提问策略的使用原因和学生对其好恶进行了分析。：．孑．·j i研究结果表明：．-t21’英语教师提问的问题中，展示性问题明显多于参考性问题j学生更喜欢展示性问题i(2)相对于追问和提示，初中英语教师更倾向于使用重复策略，．学生希望教师能多运用提示策略。(3)初中英语教师能较好的分配问题，给学生平等的回答机会o-(4)初中英语教师从不使用消极反馈，更倾向于鼓励同学间纠错，而学生也不喜欢来自教师的任何否定反馈。7最后本文根据研究结果，对教学提出以下建议：(1)教师应根据教学需要及学生个体情况提出不同类型的问题并增大参考性问题比例，(2)教师运用不同的提问策略并设计有意义的追问，．(3)教师要提高关于提问、纠错反馈的理论知识和使用技巧水平。{关键词：教师提问；参考性问题；提问策略：问题分配j反馈AbstractIt is widely acknowledged that questioning，as all important constituent of teaching inclassroom context，functions not only as input for students，but also an opportunity for themto produce output and receive necessary modelling feedbacks．As a result，research ofteacher’S questioning has been one of the important areas that draw attention from researchersand teachers．The thesis reports a survey study of two English classes in a junior high sch001．Throughclassroom observations，as a quatitative approach，the study tries to find out the characteristicsof teacher’s questioning by calculating the frequency of question type，questioning strategy,distribution of question and feedback．By analysing the interview transcripts of teachers andstudents，as a quanlitative approach，it tries to find the process of questioning betweenteacherS and students． ，．：The main findings of this study are summarized as follows：First，English teachers in junior11igh schools ask more display questions than referential questions and students prefer display。questions．Second，English teachers use the strategy of repeating more than the strategies ofprobing and promoting，but students expect teachers use promoting more often．Third，Englishteachers distribute their questions to students evenly’that is they give response opportunitiesto most of the students．Fourth，English teachers in junior high schools do n