Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

Abstract

Aim: This study aimed to investigate and evaluate the questioning strategies used in the classroom by middle school instructors. "What is the impact of dialogue-based questioning methods on middle school students' learning outcomes?" was the research question for the study. Methodology: A methodical search technique was used to find pertinent peer-reviewed papers written in English in order to meet the research objective. Key information regarding the different types of questioning techniques, impact on student engagement, improvement of critical thinking skills, student learning outcomes, teacher-student interaction, professional development, and teacher preparation was extracted from the studies that were chosen and synthesized. Results and conclusions: Results indicated that dialogue-based questioning techniques, such as open-ended inquiries, incisive inquiries, and Socratic inquiries, are successful in encouraging fruitful discussion, student participation, and the development of critical thinking abilities. Recommendations: Teachers should give priority to integrating different questioning strategies in order to promote discussion, stimulate active student participation, and improve critical thinking abilities. Practical Implications: The use of dialogue-based questioning techniques to improve student engagement, critical thinking, and learning outcomes, supported by efficient professional development programs, is one practical use.