课堂提问是课堂互动的主要活动，是教师开展课堂教学，达成教学目的的重要方法之一，在课堂教学中发挥着重要作用。文献显示，目前国内外对教师课堂提问的研究中，研究对象大多集中在大学教师，研究的内容主要集中在问题类型，问题的分配，等待时间等角度。对中学教师课堂提问方面的研究较少，特别是高中阅读课中教师提问以及提问修正策略方面的研究更少。然而阅读课上教师的适当问题能有效促进学生和文本之间的互动，激活学生相关的已有知识，吸引学生对问题回答的关注以建立阅读目标发展阅读能力，所以阅读课的成功在一定程度上依赖于教师问题的恰当使用。鉴于以上状况，本文通过课堂观察和对教师访谈的方法，对教师在阅读课上问题的使用及其原因，教师对阅读课中问题的作用的看法，教师的问题修正策略方面进行了研究，并就如何改进课堂提问和促进教师发展提出了建议。作者采取听课、课堂录音及转写的方法，观察了四位高中教师的12节课（每位教师各三节），并对其进行了访谈。结果表明，在阅读课的读前、读中、读后三个阶段教师会使用不同类型的问题, 这些问题主要用于评估学生的阅读和学习能力，其中包括学生对新词汇的理解，学生的速读和细读技能以及阅读过程中的分析能力；引导学生预测阅读文章的内容，发展学生批判性思维，调整学生课堂行为。为了纠正提问后无应答现象，英语教师综合应用了重复问题，改述问题，给与提示和答案来源，把长难问题分解成若干简单问题等支架性技巧。另外，适当的中文和指定某个学生回答也是课堂中常见的问题修正技巧。这四位教师认为教师的教学经验和教学判断力在问题修正中起着重要作用。教师对于如何引导学生回答问题的判断、教学内容、以及增大学生语言运用的机会这三个方面, 是提问特定类型问题的原因。希望本文的研究结果能够帮助教师更加有效的实施课堂提问，促进教师发展，提高中学英语阅读课堂的师生互动，提高课堂教学的效果

Raising questions in classroom is a major activity in classroom interaction and it is also one of the most important skills and techniques for teachers to achieve the teaching and learning objectives. At present, most studies in this area are carried out at the college level, and many of them focus on the frequency of question types, question directing and distribution, and wait-time. The researches at the senior high school level, especially the study on English teachers’ questioning and question modification techniques in teaching reading, are relatively less. Appropriate questions in reading class can stimulate learner’s interaction with the text when the comprehension gap arises, activate students’ previously acquired knowledge relevant to the text and concentrate students’ attention on how to answer questions to establish students’ purposes and enhance students’ reading skills. In some terms, the success of teaching of reading lies in the efficient application of teachers’ questions.The purpose of this study is to investigate how English teachers ask and modify questions when teaching reading, which include the teachers’ reasons of asking particular types of questions and their views of the role of questioning in teaching reading. This study also tries to find out what modification techniques the teachers employ when they meet communication breakdowns. Four English teachers participated in this study and the data were collected through lesson observations, and semi-structured interviews. The analysis of the data shows that different types of questions are used during different phases in teaching reading and they aim to assess students’ reading comprehension, to stimulate students’ prediction, to promote students’ critical thinking, to monitor students’ behavior in class. To repair failure to get students’ responses, the English teachers incorporate several scaffolding techniques and they believe that the teachers’ professional experiences and judgment play a major role in employing modification techniques. The English teachers’ judgment on eliciting students’ responses, the content of the lesson, and opportunities to enhance student talk constituted reasons for asking particular types of questions.