A Research On Teachers’ Questioning In Large Class Picture Book Teaching

Large-class children are in a critical period of transition from childhood to elementary school.After entering primary school,they must start training in listening,speaking,reading,and writing.Picture book teaching in the large-class period can lay a solid foundation for their language development.As a teaching activity in the field of language in kindergartens,picture book teaching plays a vital role in promoting children’s language and cognitive development.Teachers’ questions in picture book teaching not only affect the initiative of children to participate in activities,but also affect the development of children’s language,imagination,comprehension,reading ability,etc.,and also have high requirements for teachers’ professional ability.However,there are still some problems in the current teacher’s questioning in the teaching of picture books for children in large classes.This research will investigate the current situation of teachers’ questioning in the teaching of picture books for children in X kindergarten in Xining City,analyze the existing problems and reasons,and try to put forward countermeasures and suggestions.This study is mainly based on observation,supplemented by interview,observing and recording the teaching process of large class picture books in X Kindergarten in Xining,and interviewing the teachers of large class picture books.According to the data collected in this study,the teachers’ questions in large class picture books teaching are analyzed from six aspects: question frequency,question type,question object,question content,waiting method and answer time,so as to clarify the present situation of large class picture books teaching in X Kindergarten in Xining.On the basis of understanding the present situation,the data are further processed and analyzed,and it is found that the problems of teachers’ questioning in large class picture book teaching are: 1.The questioning frequency is high and the form is single;2.Problem design lacks hierarchy,which is not conducive to maintaining attention;3.Questioners lack of organization,which leads to disordered answers;4.The content of questions is not comprehensive,which is not conducive to cultivating children’s observation habits;5.Waiting time is too short,which is not conducive to children’s full thinking;6.Reasoning and answering methods lack pertinence,which reduces the effectiveness of guidance.After consulting the relevant literature,it is found that the reasons leading to the problems are: teachers’ picture book teaching design is inadequate,teachers’ language professional knowledge is incomplete,kindergarten and teachers’ ability to organize activities is weak,and kindergartens lack picture book teaching training.Accordingly,this study tries to put forward the following countermeasures: 1.Teachers should design problems reasonably and deal with the relationship between presupposition and generation;2.Teachers should master the skills of effective questioning to improve the effectiveness of questions;3.Kindergartens carry out picture book teaching training to improve teachers’ questioning ability;4.Kindergartens enrich the evaluation content and attach importance to the evaluation of teachers’ ability to organize activities.