A Study On Teachers’ Effective Questioning In Art Teaching Activities Of 5-6 Years Old Children In Kindergarten

In the Guidelines for Learning and Development of Children Aged 3-6 issued by the Ministry of Education,the educational concepts of "feeling and appreciation" and "expression and creation" are used throughout the goals of kindergarten art teaching activities.In kindergarten art teaching activities,teachers’ questioning,as the key to effective teaching,play a vital role in supporting children to freely express and create their unique art inspirations.At present,there are still many problems with teachers’ questioning in kindergarten art teaching activities,and the awareness of effective questioning is insufficient and the level of questioning needs to be improved.Therefore,it is important to conduct research on effective questioning in art teaching for kindergarten teachers.This study used observation and interview methods to investigate the current situation of teachers’ questioning in kindergarten art teaching activities.The data collected were coded and counted using Nvivo11 qualitative analysis software,and the current situation of teachers’ questioning in art teaching activities was investigated and analyzed in four aspects: the type of questions asked,the target audience,the waiting time for answers,and the way of reasoning and answering,by combining the nodal statistics results and specific observation records data.The study found that there are many positive aspects of teachers’ effective questioning in kindergarten art teaching activities: the questions are directed to all children and focus on different children’s opportunities to express themselves;teachers focus on positive feedback to children’s responses and do not give them negative criticism and blame.However,the study also found that teachers’ ineffective questioning in kindergarten art teaching activities has the following problems: it is difficult to enhance children’s aesthetic creativity with a single type of questioning;the evaluation process ignores children’s subject position,and children lack aesthetic communication opportunities;the short response time makes it difficult to explore children’s aesthetic feelings and imagination;the way of reasoning and answering lacks educational wit,focuses on pre-determined answers but ignores children’s inner aesthetic feelings,and lacks follow-up questions to construct complete imagery.Then,based on the results of the reality study,we analyzed the factors influencing teachers’ effective questioning in kindergarten art teaching from five aspects: teachers’ questioning philosophy,teachers’ own art literacy,the length of teaching activities,teachers’ questioning skills,and kindergarten teaching evaluation system.Finally,based on the analysis of the factors influencing effective questioning,five strategies are proposed to optimize teachers’ effective questioning in kindergarten art teaching activities: First,teachers’ effective questioning should focus on children’s feelings and appreciation,expression and creation,and sharing and evaluation in order to realize the value of kindergarten art teaching activities.Second,teachers should expand their professional art knowledge and improve their aesthetic ability to stand at the high point of art to enlighten children.Third,teachers should reasonably allocate the length of teaching activities to give children time to fully feel and express beauty.Fourth,teachers can improve their questioning skills by optimizing the design of questioning types and the selection of questioning objects.Fifth,kindergartens should evaluate teachers’ teaching performance from the perspective of children’s development and pay attention to the stimulation of children’s aesthetic feelings and creative abilities by teachers’ effective questioning.