Research On The Problems And Improvement Approaches Of Teachers Questioning In Language Collective Teaching Activities Of Senior Kindergartens

Questioning is a crucial part of language 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, improve atmosphere, and also promote dialogue between teachers and children, guide the children finding problems and solving problems. But in the teaching activities, the teachers’ questioning have many deficiencies. The research sees the status of teachers’ questioning in language collective teaching activities, finding the cause of the problems teachers’ questioning in language collective teaching activities, exploring the methods to improve the problems.This study used the classroom observation, records analysis, random interviews and other methods for collecting teaching activities in senior kindergarten language teaching.Based on interaction theory, the zone of proximal development and the constructivism learning theory, 25 cases of Beijing Jiaotong University Kindergarten collective teaching activities, 711 times effective language teacher questions has carried on the rational analysis. Through the analysis of inductive found that preschool teachers have problems in the language teaching activities. Following aspects: high quantity and low quality;questioning randomly, planning is weak; question type is single; universality question is low;short time to answer, etc.According to the observation and interview, found that some teachers can not grasp the law of children’s development; Lack of account of the importance of questioning; Some teachers take questioning as a methods of discipline constrain. Such questions go against to the education purpose.Teachers should attach attention to language questioning role in collective teaching activities; Then, teachers should prepare fully for the questioning; propose the possible questions and the possible answers; guide the children exploring and solving the problems actively; Prepare enough thinking time for children; and response to children’s answer positively and specifically.Center for children, prepare enough thinking time for children, for children to reserve enough thinking time and positively and specifically response to children’s answer. This is the one the institute advocates.