Research On The Kindergarten Teacher's Questioning In Dialogue Register

"No dialogue, no communication. The real education will not exist if there is no communication." The dialogue is not only an exchange of information, but also the inherent demands of the life. The questions which are the basic behavior during teaching are the tools and method of the dialogue, and it directly reflect the effection of dialogue. The causes of this study are arbitrariness and blindness of kindergarten teachers' questioning,the phenomenon of pseudo-dialogue, far from dialogue and the lack of the research.This research adopts the non-participant observation method and analyze the structure and process of kindergarten teachers'questions in dialogue register. It presents the basic situation of kindergarten teachers'questions truly and then analyze the problems exist in kindergarten teachers' questions from the perspective of dialogue. At last it proposed new trend of kindergarten teachers' questions-to dialogue, and try to provide some suggestions for dialogue between teachers and children. This paper involves five parts:The first part is introduction. It includes research origin, purpose and significance of the study, research of dialogue teaching and teachers question at home and abroad, the theoretical basis, the definition of the concept, method and process.The second part analyzes the structure of the kindergarten teachers'questions in the register of dialogue. It includes the subject of questions, the type of questions, questions of the overall distribution. We concluded from the analysis:teachers'qualifications and teaching experience affect the behavior of teachers'questions, single type of questions, and the teacher's questions are frequently made.The third part analyzes the process of the kindergarten teachers'questions. It includes the purpose of the questions, the point object of the questions, teachers waiting time and the response of the answer. We concluded from the analysis:the purpose of the questions is to teach knowledge and transfer skills, and most of the questions facing child groups, shorter waiting time to answer, the single rationale response of the answer, lack of effective strategy lead ask to dialogue.The forth part analyzes the problems and reasons teachers'questions. It describes instances of kindergarten teachers'quesioning in the natural context with observtion examples and then analyze from four different aspects:the subject of dialogue, dialogue emotion, subtence of dialogue and perstentence of dialogue.It also seek out teachers' reasons from three aspects:child concept, teaching concept and art of dialogue.The fifth part pose the new perspective of kindergarten teachers'questions in dialogue. The author attempts to build a new relation between teachers and children from the six aspects:the change of the teacher, question subject, question content, question purpose, the child answered opportunity and the teachers'response behavior according to the conclusion of construction analyzation and process analyzation in order to provide advice and reference for teachers and children dialogue.