| Answering refers to the feedback and solution made by teachers according to students’ answers and reactions,which is instant and generative.Answering is a necessary method for teacher to achieve the goal of activity in the kindergarten teaching activities.The kindergarten collective teaching activities is an important organizational form to promote early childhood development.The answering section of collective education activities is the bidirectional interaction between children and teachers,so the positive answering behavior of teachers in the teaching activities is not only helpful to the development of children’s language ability,but also can further promote the development of children’s interpersonal communication ability.After sorting out the relevant literature,it is found that the research on teachers’ answering behavior is mostly focused on primary and middle schools,but there are few literature on kindergarten teachers’ answering behavior.Therefore,this study mainly uses the observation method and the interview method to investigate the teachers’ answering behavior in the collective teaching activities in the field of primary class of the kindergarten.The researchers selected 8 teachers in primary class of the kindergarten from Y Kindergarten in Yanji to observe 32 collective teaching activities,and recorded the teachers’ verbal answering behaviors in the activities.Through sorting out statistics,this paper analyzes the general situation and specific situation of teachers’ verbal answering behaviors,and the differences of teachers’ verbal answering behaviors in different groups.From the results,it is found that teachers in Y kindergarten have a single way of answering verbal answering behaviors.The utilization rate of re-questioning is low and the quality of cross-questioning is not high.Positive feedback is used frequently,but of varying quality.The time of termination of answering is inappropriate.Furthermore,combined with the interview analysis,it is concluded that the factors affecting teachers’ answering behavior mainly lie in the teachers’ own verbal reasoning concept,verbal reasoning ability,verbal expression mode,activity presupposition and reflective ability,and children’s grasp of cognitive level,and teacher training in kindergarten.There are three parts of children’s individual differences,among which teachers’ own factors are the main factors.In view of the above problems and the analysis of the influencing factors,the researchers put forward the concept of updating answering behavior from the perspective of teachers themselves.There are five suggestions including strengthening the speech expression exercise,improving the language expression ability,comprehensively use of a variety of speech reasoning methods,enhancing the understanding of the class children and of the individual differences of children,and strengthening teachers’ reflection on teaching activities.summarize on verbal reasoning skills.Two suggestions are proposed to form a perfect teacher training system.First,increase exchanges and cooperation with colleges and universities to learn advanced education concepts from the perspective of kindergarten.Second,effectively combine the differences of teacher groups. |
