Research On Teacher Questions In Rural Kindergarten Science Teaching Activities ——Taking X Kindergarten In Yuzhou City As An Example

At present,teachers’ questions have been deeply studied by many experts and scholars and applied to early childhood education.In teaching,teachers are the leaders of teaching,and teachers’ questions have a certain influence on children’s responses.Rural areas are rich in natural local resources,which has a natural advantage for rural children to discover and solve problems more easily in natural sciences.Children’s innate curiosity and desire to explore need to be protected and stimulated in the teacher’s questions.Teachers can use questions in children’s teaching activities to inspire children’s inquiry ability and make science teaching activities come alive.On the basis of systematically analyzing and summarizing the research results of teachers’ questioning at home and abroad,this research adopts observation method and case analysis method to conduct research and analysis on 9 teaching activities of rural kindergarten in large,medium and small classes.Observation and research are carried out from the four dimensions of question types,answering methods,feedback methods and children’s responses raised by preschool teachers,and the correlation between the two is analyzed in detail.The results of the survey provide guidance that will help preschool teachers to improve their questioning skills.The survey shows that the general characteristics of teachers’ questions and children’s responses are:（1）the types of teachers’ questions are simple,and most of them are comprehension and memory;（2）the answering method is mainly to ask questions to all children;（3）the feedback method is simple The feedback methods of affirmation and self-questioning and self-answering were the main ones;（4）the children responded positively,but the response level was low.Through the analysis,it can be found that there is a certain correlation between the types of questions asked by teachers,the way of answering and children’s responses,mainly as follows:（1）There is a certain correlation between the types of teachers’ questions and children’s responses;（2）The way of answering subtly affects the response of young children;（3）the way of feedback may also have a hidden impact on the way of young children’s answering.In order to better assist teachers to use questioning to cultivate children’s corresponding cognitive level,specific opinions are given on the educational implementation of teachers’ questioning in teaching activities in the field of science,teachers’ subject development and teachers’ utilization of surrounding resources: 1.In teaching implementation Teachers should strive to: arrange multi-level question types reasonably;reduce monotonous answering methods,and focus on children’s active participation;make reasonable use of feedback to master the degree of teaching;Teachers’ reflective awareness;strengthen teachers’ student awareness;strengthen teachers’ theoretical learning;strengthen teachers’ ability to use educational wit.3.Make full use of the local resources near rural kindergartens and develop teaching activities with the characteristics of rural kindergartens.