The Research On Preschool Teachers' Teaching Questioning

Questioning is a crucial part of teaching activities in kindergarten. Teachers' effective questioning plays an important role in the realization of effective teaching. Effective questioning can not only stimulate interest in children's learning, guide the children thinking, and also promote dialogue between teachers and children. These can make them discover problems, explore the issue, solve the problem, achieve meaningful interaction and exchange between teachers and children, the children can gain new knowledge and development consequently. The author found many teachers can not ask basing on children's problems of learning in kindergarten teaching activities. The activities seem to be lively on the surface. But these behavior due to teachers' teaching need in most of time, and cannot promote children's meaningful learning, even become an obstruction. Therefore, it will be a subject of my study that researching teachers' questioning, finding it's real-ran, and exploring how to achieve the state that should be.The author had observed the teachers' questioning for two months in the first, second and third year classes of a kindergarten in Kaifeng. According to observation and analysis, we can refine and generalize six characteristics of preschool teachers' questioning. First, the total number of teachers' questioning is excessive, and the frequency is high. The density of questioning for children in the first classes and the second classes is greater than that of children in the third classes. The density of questioning of children in the first classes is the greatest. The frequency of teachers'questioning in science and mathematics activities is higher than other activities. The frequency of teachers'questioning in music and art activities is lower. Second, cognitive level of questions is low. Third, the questioning on non-cognitive level is few. Fourth, most of questions are need to answer by collectivity, of which it is more prominent in the first classes. Fifth, the time for answers-waiting of teachers' questioning is limited. Sixth, the ways of the teachers' reaction are concentrated on several certain ways and are lack of diversity.According to observation and interviews, the author found usually there are three intentions in teachers'questions: transferring knowledge or skills and guiding thinking, concerning about children's emotional attitude, and constraints of discipline. These include specifically understanding and checking children's knowledge and skills, guiding children's thinking, and attracting children's attention, asking or seeking children's advice, recommending or reminding children to care rules and criticizing children, and so on.The study also found that teachers make questioning as a means to achieve their some objectives sometimes. Such as controlling the children's behavior, achieving their own pre-setting during teaching. At that moment, questionings are off the subject of education, and become a void or negative education act.In short, the purposes of teaching's questioning can be summed up in two trends: emphasizing on the role of teacher and emphasizing on the role of child. The former is mainly based on teachers'personal purpose. Teachers hold the answers to the questions and control the direction of the teaching and questioning. And the teacher judge children's answer basing on their subjective desire. The latter refers the purpose of children's develepment. The teachers'question is based on children, due to children, and aiming at children. Children are allowed to have their own views and conclusions when answering the questions. The teachers think much of children's answer and can feedback effectively. There are meaningful understanding and exchanges between teachers and children. Emphasizing on the role of child questioning is what this study will advocate.