Problems And Countermeasures Of Novice Teachers’ Questions In Small Class Language Collective Teaching Activities In Kindergartens

Children’s language ability is gradually improved in the communication with teachers and peers.Language collective teaching activity is the most important language education for children in kindergarten.Language collective teaching activity is an important way to promote the development of children’s expression ability,imagination and logical thinking ability.It is an important part of kindergarten teaching.Through picture books,conversation activities,nursery rhymes and other ways,children’s language expression ability and innovation ability can be developed.Questioning is an important part of collective teaching activities and the main way of teacher child interaction.It helps to improve children’s participation,attract children’s interest,and help teachers master children’s learning status in time.Therefore,teachers’ Questioning in teaching activities is particularly important,and the quality of questioning also directly affects the final effect of teaching,reflecting the level of teachers’ professional development.In the three months of the internship,the author found that teachers’ questioning ability is uneven in the language collective teaching activities in the kindergartens,especially novice teachers,which are affected by the factors of working time,teaching experience and so on.The expected teaching goal is often not achieved.In the teaching process,teaching is usually for the sake of teaching,which can not achieve the comprehensive and balanced level of children’s learning and development,so there is always a gap with the ideal teaching goal.This study selects four kindergartens in Baoding City,two public kindergartens are provincial demonstration kindergartens,municipal demonstration kindergartens,and two private kindergartens.By using the methods of observation,case analysis and interview,this paper investigates the present situation of teachers’ questioning behavior in 24 language teaching activities.The research is divided into three partsIn the first part,the collected data of 24 sections of language collective teaching activities are analyzed from the following six dimensions: the main body of the question,the purpose of the question,the type of the question,the waiting time,the choice of the object of the question,and the way of the answer.Based on the grounded theory,the interview data is analyzed by NVivo software.It is found that novice teachers mainly ask questions,the main purpose of asking questions is to transfer knowledge,the distribution of question types is unbalanced,the waiting time is too short,the choice of questioning objects is tendentious,and the way of answering is single.On the basis of the problems in the second part,the reasons for the problems are obtained from three aspects: novice teachers’ own factors,children’s development characteristics and class management.The third part from the perspective of problems and reasons,combined with the results of observation and interview,puts forward the following suggestions;establish a correct teaching concept,play an important role in questioning;enrich the theoretical knowledge of language teaching,combine the relevant theoretical knowledge with practice;set up a "old with new" reflection group with the class as the unit;use body language to ask and answer questions and help children manage Four aspects of solution,to provide reference for novice teachers to improve their questioning ability.