A Study On Teachers’ Questioning In Group Teaching Activities Of High Class Picture Books

Questioning is the most important language in teacher-child interactive language and an effective symbol to measure teachers’ teaching quality.Teachers’ questioning aim must be the development of students.Teachers cultivate children’s thinking ability by asking questions and help children form good habits.As a kindergarten teacher,we should carefully design every question and promote the development of children’s thinking by asking questions.The students’ thinking level of answering questions is closely related to the teachers’ questions.Therefore,teachers’ low level of questioning may hinder the development of children’s thinking.At the present stage,there are a lot of ineffective questions and low cognitive level questions in kindergarten teachers’ questionings.In view of this phenomenon,we must refine our research,carefully analyze the teachers’ questions in each activity area of each age group,and improve them more pertinently.Through observation and interview,this study studies the present situation and characteristics of teachers’ questioning in the group teaching activities of picture books in high classes in kindergartens,and tries to analyze the characteristics and present situation of high class teachers’ questioning in the group teaching activities of picture books.This study discusses the questions of high class teachers from the following five parts.The first part is the introduction,including the source of the topic,the aim and significance of the study,review of domestic and foreign research,ideas and methods of the research,the main research content and research innovation points,which lays a good theoretical foundation for the subsequent research,and forms the theoretical framework of the research.The second part is the research on the present situation and characteristics of teachers’ questioning in the group teaching activities of high class picture books.Through the quantitative study of each dimension of questioning and combining with some observation examples,the present situation and characteristics of teachers’ questioning are described.The third part is about the questions raised by teachers in the collective teaching activities of picture books in high classes,from each dimension of teacher’s question to analyze the problem in high class teacher’s question.The fourth part is the cause analysis of teachers’ problems in the group teaching activities of high class picture books,and analyzes the reasons from the aspects of teachers themselves,children,picture books and so on.The fifth part is an effective strategy for teachers to ask questions in the group teaching activities of high class picture books,which is suggested from two aspects: teachers and kindergartens,and provides strategies for future teaching.The results show that the number of questions asked by teachers in high class is still high,the number of questions initiated is more than feedback questions,the types are uneven,the content of knowledge is more,and the single waiting time is shorter and the repetitive questions are more.From the analysis of the characteristics of teachers in high classes,it is found that teachers’ thinking level is relatively high,the purpose of questioning is diversified,there are questions with literacy as the goal,and the point of view of the question appears more.In view of this situation and characteristics,we put forward the corresponding solutions.First of all,from the teacher side.Teachers should practice the new concept of education,improve the knowledge of questioning,scientific presupposition of questioning,flexible application of questioning,pay attention to reflective questioning,secondly,from the kindergarten aspect.Kindergarten needs to improve teaching management system and strengthen teacher training.Through the above suggestions,we hope to improve the high class teachers’ ability of asking questions.