Optimization Of Questioning Strategies In Children's Museum Programs

The Children's Museum is an institution that undertakes important social education tasks.It's designed for stimulating children's curiosity,meeting children's requirements and interests,providing display and educational activities.The important way for the public education activities of the Indianapolis Children's Museum is not the rich collection like traditional museums,but the wonderful programs displayed in the museum.This article takes "Chinese artist Yangqin" program,"Take me there,China" gallery,the Children's Museum of Indianapolis,as an example to explore when to ask questions,what content to use in questions,and which form of questions should be asked.Author is designed for the Chinese artist Yangqin program which is based on the theory of scaffolding teaching,self-efficacy,child psychology and learning characteristics at different ages,and Bloom's educational taxonomy.Author made a complete questioning scheme from the beginning to the end of the program.After the scheme is completed,I will practice it and record the project's implementation details.The program will be modified when the optimized program according to the problems encountered in the implementation.After the modification,program continues to be implemented and optimized.Program has been optimized 3 times in total to get the better effect.Program questioning strategies and suggestions in children's museum were drawn and proved after referring to the observations of 12 other programs in the museum,and interviews with 7 members of the museum covering all ages,exhibition halls,working ages,and positions.At last,testing obtained questioning strategies by analyzing the relationship between the use of questioning strategies and popularities from audience in 4 other programs.The following strategies can be followed while questioning in the children's museum program: the content should enhance the audience's self-efficacy.In particular,using encouraging,situational evaluation,controlling the difficulty of the problem and promoting family learning should be taken into consideration;the form and order in speech expression should be considered;grasping the rhythm for questioning timing.In particular,grasping the time of question-asking,paying attention to the collocation of questions,appropriately extending the waiting time;also needed to cooperate with the use of non-verbal behavior.Including eyes,movements,facial expressions and tone,intonation,speed of speech.It is recommended that the questions be divided into two categories: “immediate motivation” and “long-term motivation” according to the motivation of question.“Immediate motivation” can be subdivided into knowledge,understanding,application,analysis,synthesis and evaluation with reference to Bloom's educational taxonomy theory.“ Long-term motivation” can be subdivided into knowing characteristics of the answers,enhancing self-efficacy,adjusting atmosphere,shifting topics and focusing attention.