Study On Kindergarten Teachers’ Verbal Response Strategies In Collective Teaching Activities

The verbal response to is an important part of the classroom questioning, and It not only to promote early childhood cognitive development, improve early childhood learning ability, but also help to promote the interaction of teachers and children. With the spread of social constructivist theory and the impact of the expansion, the increasing interest of researchers have produced on the basis of this theory the "scaffolding teaching". scaffolding teaching can help children construct knowledge, understanding, and promote the growth of young children as independent learners. Effective response to the verbal is one of the important ways to scaffolding teaching, which requires teachers to master the science of verbal response strategy.The study uses observating, interviewing and other methods of collecting data kindergarten collective teaching activities teachers use verbal response strategy, summarized a verbal response to the strategy from a practical level.The study is divided into four parts:The first part is about the Formulation of the problem. Introduced in this research study the origin, purpose and significance of the related concepts as well as design and process.The second part is about the literature review. In reading the literature on the basis of existing research on the scaffolding teaching and verbal response to comb.The third part is about the different scaffolding teaching purpose verbal response strategy. Elaborated to guide children into the learning process for the purpose, for the purpose of development of children thinking ability to support the child toward learning height of the purpose of the speech to respond to the use of strategies, including leading strategy, evaluation strategy, experience strategy, cues,sort out the logic, problem-assisted, lead to conflicts, problems split, require the applicant theory, meaning deepen the experience of migration, refer the question, divergent thinking.The forth part is about using speech to respond to the policy should pay attention to the problem. Refined summarizes the teachers’ verbal response strategy should pay attention to the problem, that enhance verbal response openness, provide rigorous support structure, flexible use of verbal response to policy, taking into account the breadth and depth of response.