Research On The Problems And Strategies Of Teacher’s Questioning In Kindergarten Science Lessons

Science lessons have a unique and important value for children’s physical and mental development.During the scientific exploration and discovery,children do not only acquire science knowledge,master scientific methods,but also form a good scientific attitude that brings life-long benefits.High-quality science lessons need to be carefully designed and organized,which is highly related to teaching behavior.Teacher’s questioning as one of the cores of effective teaching runs throughout the science lessons,and plays a very important role in a large variety of aspects,by means of promoting the process of science education,teaching scientific knowledge and skills,cultivating scientific attitudes,guiding children’s cooperation and self-reflection etc.Therefore,it affects the quality and effectiveness of science lessons.For this reason,it is necessary for teachers to master teacher’s questioning,by building sensitivity while teaching,constantly improving consciousness and ability in questioning,and accumulating high-level questioning skills.After deep learning was born overseas and introduced in China,it has caused a research boom in the educational field.Deep learning emphasizes in-depth understanding,active participation,knowledge transforming,and critical reflection.It aims to develop learner’s higher-order thinking skills,and its connotations have a high reference value for educational reform and practice.At present,teacher’s questioning in science lessons still has a lot of problems,so the traditional concepts and the skills of teacher’s questioning should be improved.Therefore,this research study used the perspective of deep learning to explore the guiding strategies for teacher’s questioning.First,the researcher went to several kindergartens to observe the current situation of teacher’s questioning in science lessons.Thus,the researcher analyzed existing problems and the possible causes based on deep learning perspective.Finally,the researcher proposed some improvement strategies from the aspects of cognition,participation,cooperation,reflection etc.for teachers to arrange science lessons based on the perspective of deep learning.The present paper was divided into four parts as follows:In the first part,the question was raised,including six aspects: research origin,literature review,definition of core concepts,research questions,research significance and research methods.First,a systematic induction was made on the correlated topics of science lessons、teacher’s questioning and deep learning.Additionally,the research questions were clarified,and the research framework was designed,based on existing research,a coding system for teachers’ questioning was formulated as a research tool for the observation of teacher’s questioning.which included five aspects: “question design,question timing,question form,question content,and feedback method”,The second part elaborated the analysis of the current situation of teacher’s questioning in kindergarten science lessons.The study transcribed eighteen cases of science lessons collected in City C and City D into verbatim manuscripts,followed by the codification of teacher’s questioning into NVivo.Next,diagrams and specific cases were used to analyze teacher’s questioning in depth.The third part focused on the existing problems and cause analysis.Based on the analysis of the present situation of teacher’s questioning,the researcher summarized the existing problems of teacher’s questioning,including situations in which the questioning design has not been progressive,the timing of the question has not inspired and excited the children,the question format lacked interaction,the content of the question lacked self-reflection and selfevaluation,and the answering method lacked educational wit.Moreover,semi-structured interviews were conducted to analyze and unravel the cause of the problems,including the lack of renewal in educational concepts,the lack of mastery of learning theories,the lack of understanding of question design,the lack of experience in giving feedbacks and the lack of self-reflection on questioning.The fourth part consisted of suggestions for the improvement in teacher’s questioning.Based on the connotation and characteristic of deep learning,the teacher’s questioning strategies were summarized as follows: focusing on the inquiry-based sequence in question design,which acts as a cognitive ladder;stimulating motivation for exploration by grasping the opportunity while raising up enlightening questions;promoting collaboration and win-win results by asking questions in a proper form;developing metacognitive ability for children by asking reflective questions;prompting children’s mental development by means of effective feedbacks.