Teacher Questioning Research During Kindergarten Story Appreciation Activities

The story attracts young children with its vivid characters,tortuous storyline and profound educational significance,and the story appreciation activity is an important part of the kindergarten language education activity.Asking questions is the key to the interaction between teachers and children in kindergarten education activities,and it is also the most frequently used teaching method in language activities,and it is a common teaching method in story appreciation activities.Effective early childhood teachers can not only help teachers improve their professional qualities,but also stimulate children’s thinking and imagination ability,so as to maximize the promotion of children’s all-round development.This study analyzes the teacher’s questioning behavior from four aspects: "why ask","in what way","effect after asking",and "how to evaluate".First of all,the observation method is used to actually observe and record the 15 story appreciation activities of the primary,middle and large classes of a kindergarten,and understand the current situation of the teacher’s questioning behavior in the actual activities.Secondly,1 random participant from all ages,a total of 3 teachers,interviewed and exchanged to understand the educational philosophy and professional knowledge behind the teacher’s questions.Finally,according to the current situation of teachers’ questions in consciousness and behavior,an attempt is made to understand the problems and problems of teachers’ questioning behaviors in the actual teaching activities of kindergartens Cause.According to the reason,the corresponding improvement strategy is given,and in terms of the purpose of the question,the teacher should promote the comprehensive and sustainable development of young children.In terms of questioning methods,they should be flexible and diverse,with the characteristics of inspiration,hierarchy and development.In terms of the effect of asking questions,the influence of the teacher’s own factors on the effect is minimized.In the evaluation of questions,teachers should use evaluation knowledge to evaluate questions in a reasonable and timely manner.To help teachers improve the quality of questions,enhance teachers’ teaching ability,cultivate children’s imagination,thinking ability,initiative,etc.,and ultimately achieve the improvement of preschool education quality 。Based on the above research results,the researchers believe that the strategies for teachers to ask questions in kindergarten story appreciation activities can be improved from the following five aspects: The above strategies aim to provide direction for the development of teachers’ questions in kindergarten story appreciation activities and provide ways for improving teaching ability.Finally,the development of the story will be brought into play and the quality of the kindergarten story appreciation activities will be improved.