Observational Study Of Teachers’ Class Questioning In Kindergarten Language Teaching Activities

Question is an important part of the education activities in kindergarten. Theeffectiveness of questions affects the quality of the teacher-children interaction and teachingdirectly. But during the teaching process, there exists a huge contrast between the question’sraising and the question’s result. The early-childhood teacher’s understanding of questions isnot sufficient, and at the same time, the transform of correct teaching ideas to effectiveteaching practice still needs many actual operations. Therefore, through the research on thelanguage education activities in preschool teacher questioning behavior, we hope to find outthe questions of preschool teachers’ teaching reality, and explore how to make it to achievethe ideal state. They become the starting point and the foothold of this research.With the method of class observation, thorough interviews, class memoir analysis andother methods, the research takes quantization and research on the teachers’ questions inkindergarten language teaching. Through the rational analysis on25teaching cases and800questions to teachers from3pubic kindergartens and1private kindergarten in Tangshan, theresearch refining and summed up the reality state of teachers’ questions during teachingprocess, and propose advices to optimize preschool teacher’s question. This article includesfour parts:PART ONE Introduction. It includes origins of research, the concept of relateddefinition, the purpose and significance of the study, domestic and international research,theoretical foundation and research design. Through analyzing the material through classobservation, we find that there’s a lack of research about teachers’ questioning in thekindergarten language education activities.PART TWO Quantitative research on teachers’ questions in kindergarten languageeducation activities. According to the observation and analysis, it refines and outlines thecharacteristics of childhood teachers’ questions:First, the questions with large numbers, high frequency and density, and low quality, cannot inspire children to think well.Second, types of questions are not rich enough; closed questions are more thanopen-ended questions, a high proportion of yes or no questions and low-level cognitive questions, emphasis on the questions of cognitive level more than ignorance question ofnon-cognitive level, less of children’s emotional attitude and values question.Third, after the questions, teachers have the sense to wait for awareness, but actually,the time giving to children is very short, usually no more than two seconds.Forth, teachers focus on a variety of answers. Among children,“answer together”,“answer by oneself” appear more, while “free answer” and “discuss and report” appear less.Teacher’s questions are not raise to all children, but to the whole class, especially, in smallclasses. The children’s response opportunities are unevenly distributed, and it is unfair toevery child. Teachers’ and students’ spatial distance and classes capacity are important factorsthat affect the interaction between teachers and children.Fifth, teachers’ responses to children’s answers are mechanical and monotonous, if thechild’s answer is right; the teacher will affirm or repeat barely. If the child’s answer is wrongor not exactly, they will respond in a positive way, such as restated issues or ask questions toothers, with a more implicit way to protect children’s self-esteem. But teachers can not usechildren’s mistakes to give questioning prompt and effective guide.Sixth, Teachers control the right to speak, the interaction between teachers and studentsis the teacher asking students to answer, rather than effective interaction on the basis of equaldialogues.PART THREE Optimization of the recommendations of the kindergarten teachers toask questions. To solve the problems exit in teachers’ questions, the author gives suggestionson optimizing the teachers’ questions, including changing teaching concepts in conceptuallevel; optimizing teacher questioning strategies in technical aspects; from the defaultquestions to implementation questions, from encouraging children questioning to randomteaching intelligence, from enhancing reflective abilities afterschool to participating in thekindergarten teaching researches and professional training for teachers.PART FOUR Shortage and creative of the research.PART FIVE Conclusion.