| Questioning is the most important for teachers, which constitutes the essential part in teaching technical capabilities.In educational history,Confucius and Socrates have been called"an exemplary teacher for all ages".Their"Heuristic"or"the art of intellectual midwifery"all are orientated by questioning.Questioning plays an important and effective part in teaching, which directly influences the kids' study and the accomplishment of the teaching target. So the questioning offers the vitality to teaching.This survey investigates the real situations of teacher questioning in the kindergarten, analyzing the teachers'beliefs of the questioning through real cases, furthermore, putting forward the suggestions to improve the questioning and the beliefs on this basis.This survey is composed of four parts .First, proposition of the question. With the arrangement and analysis of the mastered material, it is found that most researches on questioning were conducted among middle school or primary school teachers. The fragmentary descriptions on kindergarten teachers has not furthered systematically yet.Second,Analysis on the teachers' questioning behaviors.According to the teaching activity in the kindergarten, this survey presents a microscopic analysis on questioning behaviors in the real teaching condition with many classroom observations and some random interviews, in order to explore the present situation of it in the kindergarten.Third,The profound analysis on the questioning beliefs.From the three observed kindergarten teachers as the targeted samples, it probes their teaching and the interviews to detect the differences among their questioning beliefs.Fourth,Conclusion and suggestion.It is found that there are many problems in the teaching questioning from analysis on the classroom observations and cases. Based on the analysis of the reasons, this survey suggests the teachers to improve the questioning from the preparation,techniques and the reflection after class.
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