| Whether in collective teaching activities or in daily life,questioning is the most basic behavior of teachers.Teachers attract children’s attention by asking questions,determine their understanding of materials,promote their thinking development,and even play an extremely important role in forming high-quality teacher-child interaction.The process of asking questions is not only the process of teacher-child communication,but also the process of dialogue.Efficient dialogue can extend the content of activities,stimulate children’s interest in participating in activities,and cultivate children’s good learning habits and thinking mode.However,in practice,novice teachers often lack experience and questioning ability,resulting in blindness and randomness of questioning,reducing their own sense of teaching efficacy and failing to provide effective support for children’s development.This research adopts the paradigm of action research,combines interview method and observation method,and carries out action research for three months through cooperation with L teacher of Y Kindergarten in Xingtai City.First of all,five collective teaching activities of cooperative teachers were observed and interviewed to understand cooperative teachers’ understanding of questioning in collective teaching activities and the status quo of questioning.Secondly,the data obtained from interviews and observations are analyzed and sorted out.Combined with the dialogue theory,problems existing in teachers’ questioning are found and taken as the starting point of the research.The cooperative teachers explore solutions to improve teachers’ questioning according to the action cycle of "plan-action-observation-introspection-replanning".In the first round of action,the problems existing in the design of cooperative teachers’ questions were solved by defining the core experience involved in the activities,identifying the core problems and building the problem framework.The second round of action is based on the results of the first round of action to carry out actions for teachers’ specific questions in the activity,mainly including the establishment of equal cooperation in the form of questioning,grasp the opportunity to stimulate wisdom and interest in questioning,learning effective ways to answer;Finally,the influence of action research on cooperative teachers and children is explored by comparing the changes of teachers’ questioning before and after cooperation.Through this action research,novice teachers have improved their questioning ability,promoted the development of children’s thinking,and made the interaction between teachers and children more efficient.Based on the results of this action research,educational suggestions are put forward for improving the questioning ability of kindergarten novice teachers.Teachers pay attention to the design of questions,starting from children’s existing experience and activity-oriented core experience,define the core questions,establish the question frame,and effectively create questions.Grasp the point of interest,point of dissent,or delicate or angry point of the time to ask questions,trigger children’s inner motivation to learn,promote dialogue to deep development.In the process of reasoning,attention should be paid to responding to children with effective methods to promote the development of children’s thinking.Establish a dialogue with yourself,focus on reflection before and after activities and even during activities,and improve your questioning ability. |
