Classroom questioning is an essential component of teaching activities and a vital means of communication between teachers and students. Research has shown that teachers' questioning skills significantly impact students' learning outcomes. However, it is challenging for every school to ensure that all teachers possess consistent and high-standard abilities, especially in the field of information technology, which is characterized by slow development, obscure theoretical knowledge, and high difficulty in hands-on operations. Therefore, exploring the differences between teachers at different stages of development in primary and secondary school information technology subjects holds great value and significance. It can not only analyze the excellent teaching abilities of expert teachers and assist them in transforming their practical experience into theoretical achievements but also help novice teachers identify their shortcomings and gaps with others, thereby promoting their professional growth.

Zhuoqun Liu. A Comparative Study of Classroom Questioning between Novice and Expert Teachers in Primary and Secondary School Information Technology Subject. Frontiers in Educational Research(2025), Vol. 8, Issue 3: 10-17. https://doi.org/10.25236/FER.2025.080302.

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