Based On The Conversation Of Kindergarten Teacher Questions Research Science Teaching Activities

Teacher questioning is an organic part of Kindergarten Collective Teaching, thus it attractsthe attention of many researchers. Dialogue-based teacher questioning, as an important way toachieve organic interaction among teachers, children and active content, can inspire thinking ofchildren, stimulate their thirst for knowledge and a strong interest in learning, causing children’sintrinsic motivation, strengthen children’s science exploration motive, can also deepen bilateralexchanges between teachers and children, to promote the common development of both sides inthe conversation. In the kindergarten science teaching, because teachers dominate the discourseright, a lot of teacher questioning can’t be from the perspective of children, questioning remain inthe shallow exchanges, lively and essentially superficial and it became a mere formality, noteffectively inspired thinking of children, affected infants in scientific exploration desire andinitiative, it is more unable to promote children’s meaningful learning. Therefore, it became thesubject of this study to study the teacher questioning in science teaching activities, to find theproblems existing in the teacher questioning in science teaching activities, to put forward thestrategy to build Dialogue-based teacher questioning.The present study based on the research results at home and abroad for reference, usingobservation method, case analysis method, interview method，has conducted the research to thekindergarten teacher questioning in science teaching, it analyzed the problems existing in theteacher questioning and found the reasons under the perspective of dialogue theory, it also triedto put forward the strategy to build dialogue-based teacher questioning.The paper is divided into the following five parts: the introduction, it mainly expounds thereasons, significance of topics, related research and the research method.；the first part, theconnotation and characteristics of dialogue-based teacher questioning in science teaching, it firstanalyzed the different opinions of kindergarten science teaching activities and teacherquestioning, and puts forward the connotation and characteristics of dialogue-based teacherquestioning in science teaching；the second part, the status of teacher questioning teaching inscience teaching, this part mainly uses the current observation method to analyze the status ofteacher questioning teaching in science teaching on quantitative and qualitative analysis; thethird part, the problems existing in the teacher questioning in science teaching,it found causesfor the problems and also provided support for the proposed countermeasures; the fouth part, it put forward effective strategy to build dialogue-based teacher questioning, includingkindergarten teachers updating question concept, subject status of children highlights, improvingquestioning skills, improve the questioning strategies of science teaching, improve the dialogueteaching art, let the questioning from monologue to dialogue.