Several Studies Teacher Questions The Notion Of Collective Activity Behavior

Preschool learning the number concept is an important part of early childhood mathematics learning, early childhood cognitive and intellectual development play an important role. T eachers’ questions as a basic teaching behavior, the number of large classes in the concept of collective ac tivity, not only to guide the children thought the key to development, but also the collective teaching of normal school children Interaction important way to improve the quality of early childhood education has an important value and significance. Effective questioning of teachers, the number of children not only to promote the concept of knowledge and learning, but also promote the deve lopment of children thinking ability. However, the current number of kindergarteners concept of group activities teachers’ questions Practically there are many problems, so the study of kindergarteners number of the notion of collective activities of teacher questioning behavior becomes imminent.This study uses observation and investigation of several concepts Kindergarten teachers’ questions in collective activities conduct data collection, and data analysis were collected by research. Through the real situation two private kindergartens and two public kindergartens total number of nine large classes the notion of collective activity in realtime video, received a total of 20 the number of active video concept of collective activities. Meanwhile Shijiazhuang eight private kindergartens and four public kindergartens total of 86 large class teacher questionnaire number of the notion of collective activity in question acts, and one of the 18 teachers indepth interviews by video obtained, language, writing data analysis, showing the number of teachers in the garden Taipan concept of collective activity status of teacher questioning behavior and the problems that exist, analyze the causes of problems, and then make recommendations to optimize teacher questioning behavior policy.In this paper, including:The first part is the introduction. Significance and proposed research, including problem, Def inition, review relevant research at home and abroad, theoretical foundation, research purposes and research content, research methods and research tools.The second part presents the notion of collective activities Taipan number Status preschool teacher questioning behavior and the problems. Teacher questioning behavior problems are mainly teachers pay attention to questions on consciousness, but the actual validity of the question needs to be strengthened; teacher questioning organizational form, ways to respond and teacher-child interaction model single; there waiting A conscious, can actually waiting A Time short; focusing on early childhood answer results, ignoring the thought process of young children.The third part of the notion of collective activities of several large class teacher questioning behavior problems of cause analysis. Found that the main reason for problems in teacher questioning behavior in teachers ’education outdated concepts; the lack of teachers’ questioning techniques; cognitive teacher’s own knowledge and education on the concept of collective activities of several deficiencies; teachers lack awareness of the number of children learning concepts and laws teachers lack teaching reflection.Part IV presents policy recommendations for the number of large class teaching activities in the notion of collective behavior problems of teacher questioning. There are teachers change the concept of education; provide teachers with appropriate training and learning,improve teachers’ pedagogical content knowledge a few concepts; attention to the number of questions the value of the Taipan and the notion of collective activities into practical...