مهارات طرح السؤال الشفوي داخل الفصل الدراسي من وجهة نظر المدرسين

Abstract EN

Recent trends in education relate effective teaching with good questions.

the classroom oral questions create an effective learner environment that motivate students to participate in the learning process and develop their thinking skills.

this achievement depends in the first degree on teachers and their skills.

this present research aimed to elucidate the reality of teachers' oral-questioning skills inside the classroom from their point of view.

the views of a sample of teachers were surveyed, which included 45 trainee teachers and 35 experienced teachers of physics and chemistry, as well as a sample of learners that included 60 students from the secondary school at the regional academy of education and training Souss-Massa.

descriptive analytical method was used and data were collected using a questionnaire.

the results of the research were shown a great awareness of the importance of classroom oral questions and their functions.

nevertheless, there is a lack of self-training and continuous training of teachers in term of classroom oral questions skills.

for novice teachers, data collected shows some difficulties mainly related to language competencies and planning, performing oral classroom questions.

research results reveal that positive reinforcement and motivation is widely used by teachers in handling correct answers.

for incorrect ones, a large percentage of teachers (exceeded 60%) help students to learn through their mistakes.

according to students' views, 60% usually need the teacher to repeat the question, while 25% of the students do not ask the teacher if they do not understand what is required of them.

the research concluded that it is necessary to improve teachers' capabilities and develop their skills related to planning and performing classroom oral questions through initial and continuous training and educational research.