在当今以“以学生为中心”的主题教学模式中，课堂提问已成为课堂中师生互动的重要形式，占据了课堂教学的大部分时间。因而课堂提问的有效性对于教学质量的提升，尤其是学生学习兴趣的培养有重要的影响。然而目前我国中学一些英语教师并没有意识到课堂提问的重要性，对课堂提问的技巧也把握不足，课堂提问较为随意，常常出现提问内容与课堂关联性不大、提问内容难易不当等现象，严重影响到课堂提问的有效性，使得课堂提问失去了本身的意义。因此，研究如何优化初中英语教师的课堂提问行为，从而提高其课堂提问的有效性十分必要。 本研究为个案研究。选取河南省博爱县某中学初三2班的英语老师为研究对象，采用课堂观察、访谈以及问卷调查的方法进行为期两周的研究，旨在对该英语教师课堂提问的有效性做出分析，并结合具体情况，和教师一起探讨课堂提问有效性缺失的原因，提出相关的优化策略和建议，从而提升其课堂教学效率。 研究发现该教师课堂提问存在如下问题：1.高层次问题与低层次问题比例失调；2.以集体问答为主，自愿回答较少；3.偏爱成绩好、坐在前排中间的学生；4.对提问技巧掌握和运用不够，多为重复、提示和转问；5.对候答时间的把握不够灵活；6.积极反馈为主，但反馈语言较为单一，且多使用汉语授课。此外，研究还分析了该教师课堂提问有效性缺失的原因可能与学生 的认知水平、学生学习心理以及教师对课堂提问的认知和策略把握有关，并据此提出了相关建议。

In today's "student centered" teaching mode, classroom questioning has become an essential form of the interaction between teachers and students in class, which occupies most of the teaching time. So the effectiveness of classroom questioning has a great influence on teaching quality. However, nowadays some junior high school English teachers in our country fail to realize the importance of classroom questioning and cannot grasp its skills. Thus their classroom questioning behavior always seems to be casual and also appear some problems, such as the irrelevant as well as the mismatch between the questions and lessons, which impairs the effectiveness of classroom questioning greatly. In this way, the classroom questioning has lost its meaning. Therefore, it is of great significance to make a study about on the effectiveness of classroom questioning of English teachers in junior high school. The research presents a case study of classroom questioning in English classroom at a junior high school in Bo’ai County, Henan province. Besides, it was based on a two-week investigation on an English teacher who was in class two grade three in this school. Combined with the method of classroom observation, interview and questionnaire, the research aims to make an analysis of classroom questioning’ effectiveness of this English teacher as well as the factors towards its ineffectiveness and then work some useful suggestions, so as to improve her classroom teaching efficiency. The main problems of her classroom questioning are as follows: (1)The imbalance of the proportion between high-level questions and low-level questions; (2)More in chorus, less volunteers; (3)Well-performed students and students sitting in the front or middle of the classroom are preferred; (4)Unfamiliar with questioning techniques, most of them are repeating, prompting and redirecting; (5)Inflexible of the control of waiting time; (6)Mainly positive feedback, but lack of diversity in its language, Chinese is preferred. Besides, the possible reasons for the problems may lie in students’ cognition levels and learning psychology as well as teachers’ beliefs and strategies on classroom questioning. Finally, some pedagogical suggestions to the problems are provided in the thesis.