A Study On Teachers' Effective Questioning In Scientific Regional Activities Of Large Class Of Kindergarten

According to the guidelines for learning and development of children aged 3-6(hereinafter referred to as the guidelines),children are encouraged to ask questions worthy of further exploration based on their observations or findings,or adults to ask questions of exploratory significance that can stimulate children's interest.Teacher questioning has become a common phenomenon in kindergarten activities.Nowadays,effective questioning has been studied by many scholars and applied in kindergarten teaching.In scientific regional activities,children occupy the dominant position,and teachers should set aside enough time for children to explore,so teachers' guidance should be concise and efficient.There is no shortage of teachers' questions in the current science area activities.In order to ensure the value of questions,effective questions should be advocated.For teachers,effective questioning is the embodiment of their professional level and professional quality.For children in big classes,with the improvement of scientific inquiry ability,more effective enlightenment is needed to promote the improvement of scientific literacy.Effective questions can guarantee is instructive,let the children in the problem of one effective,experience the process of scientific inquiry,development of young children to find and solve problem ability,protect children's curiosity and desire to explore,develop children's spirit of scientific inquiry in effective questions and attitude,conforms to the "guidelines" and "kindergarten education guidelines(try out)"(hereinafter referred to as the "outline")in the "help children to accumulate experience,and applied to new learning activities,benefit form the lifelong learning attitude and ability" the instruction spirit,effective questions can better play to the value of scientific regional activities for young children,With the power of effective questioning,let the science area activity to glow vitality.In view of this,this study is based on large scientific regional activities of the teachers' effective questions the status quo of application of the literature analysis method,observation method,interview method,case law and other related research methods,analysis of large science teacher questions existing problems in regional activities,and actively explore the reasons,and according to the proposed to promote teachers' effective questions in scientific area of favorable measures.The main contents are as follows:Introduction.This paper mainly expounds the reasons for the topic selection,and makes a detailed research plan,clarifies the main research ideas and methods,and proposes some innovations by combing the existing literature on scientific regional activities and effective questions.Chapter one is an overview of scientific regional activities and effective questioning.It includes the concepts and characteristics of regional activities and effective questioning in early childhood science,the analysis of the characteristics of children's learning science in large classes and the value analysis of teachers' effective questioning in regional activities in early childhood science.The second chapter analyzes the current situation of teachers' effective questioning in scientific regional activities of large classes in kindergarten,conducts quantitative analysis on the types of questioning,frequency of questioning,waiting time and feedback behavior of teachers,and makes qualitative analysis on the timing,purpose and content of questioning.The third chapter is about the practical problems and attribution analysis of teachers' effective questioning in scientific activities of large class.The existing problems mainly include the following seven aspects: the timing of questions is too subjective,the frequency of questions for individual children is small,the purpose of questions is one-sided,the content of questions is not targeted,the types of questions are low and one-sided,the waiting time is short,the feedback mode of teachers is backward,and there is a lack of good teacher-child interaction.In view of the existing problems,the author makes attribution analysis from the aspects of teachers' insufficient understanding of effective questioning in scientific regional activities,low scientific literacy,inadequate preparation of teachers,inability to ensure effective teacher-child interaction and teachers' lack of questioning skills.Chapter four,the strategies to promote teachers to ask questions effectively in scientific activities of large classes.First,improve the professional quality of teachers and grasp the premise of effective questioning.Second,clarify the purpose of the question.Third,study questioning skills.Fourth,enrich the types of questions.Fifth,pay attention to answer.Sixth,construct harmonious teacher-child relationship in scientific regional activities.