Classroom Observation And Research On Teachers’ Questions In Kindergarten Teaching Activities

Questioning is an indispensable part of kindergarten teaching activities,and it is also the best way for teachers to interact with children.Especially in language teaching activities,how to attract children’s interest and how to judge their level of development need to be realized through teacher questioning.The quality of questioning directly affects the effect of children’s learning and the achievement of teachers’ teaching objectives.This research mainly USES the method of observation on kindergarten taipans language teaching activity the teacher questions behavior data collected,and study of data,at the same time in the process of internship collected 20 in the M kindergarten teaching case,388 teacher questioning behavior,the information collected from the sums up the kindergarten taipans teachers questions in language teaching activity behavior research,and the reasons behind the current research situation,puts forward some strategies to improve the teachers’ questions.The first part is the introduction,including the question,the purpose and significance of research,kindergarten teachers question research theory,related concept interpretation,literature review and exploration methods;Secondly,it analyzes and observes the current situation of teachers’ questions in the language teaching activities of large classes in kindergartens.Based on the actual situation of the teaching activities in kindergartens,it makes a micro analysis of teachers’ questions in specific teaching situations through a large number of classroom observation records and feedback,and explores the current situation of teachers’ questions in kindergartens.Then,the paper analyzes the problems in the language teaching activities of large classes in kindergartens,and finds out the reasons.Based on the actual classroom observation and the sample interview with teachers,the paper analyzes the differences in the concepts behind their behaviors,so as to find out the problems in the language teaching activities of large classes.The reasons for these problems are found from the aspects of teachers’ own ideas,teachers’ own teachinglevel,teachers’ knowledge reserve,children’s physical and mental development level,external environment for questioning and interaction between teachers and children.Finally,some Suggestions are put forward to improve the level of teachers’ questioning in the language teaching activities.It is found from classroom observation and case analysis that kindergarten teachers use a lot of questions in teaching activities,but there are some problems,such as high frequency of asking questions,unsatisfactory results,single type of questions,short waiting time for teachers and so on.On the basis of analyzing the reasons,the author puts forward strategies and Suggestions to improve teachers’ questioning behavior from three main aspects: the preparation before questioning,the skills in questioning and the reflection after questioning.