Questioning Strategies in Algerian Schools under the Modern Approach

Abstract

This research investigates the role of questioning in the teaching-learning process. Teachers must possess a range of skills, including planning, implementation, and evaluation, to effectively facilitate learning. The study aims to identify the types of questions teachers pose and the factors that influence question selection, such as learner characteristics and cognitive levels. It also explores the challenges associated with questioning and provides suggestions for improving teachers' questioning skills. Specifically, the research seeks to answer the following questions: Why do teachers ask questions? What types of questions are commonly used? How can teachers formulate effective questions? And what are the potential challenges and solutions related to questioning in the classroom?