Research On The Teacher's Questioning In Kindergarten Collective Teaching Activities

Questioning is the core of the collective teaching activities. The preschool teacher's questioning in the teaching collective activities has a direct impact on the quality of teaching results and the interaction between teacher and children.This research is about teachers questioning in the collective teaching activities in kindergarten. Adopting quantitative and qualitative methodologies, the thesis is intended to analyze the existing problems and put forward some suggestions on the basis of the survey of teachers' questioning in the kindergarten.This thesis is composed of four parts.The First part is "Introduction". And it includes proposition of thequestion, the internal and external research, the significance of the study and the methodology and design of the research. With the analysis of the mastered material, it is found that the study on the kindergarten teacher questioning deserves further improvements.The second part focuses on the quantitative analysis of the teachers' questioning in the kindergarten in the collective teaching activities. It mainly covers classroom observations, random interviews and questionnaire.The third part is to make a qualitative analysis of the teachers' questioning in the kindergarten collective teaching activities. It aims to carry out the analysis through classroom observation and random interview.The forth part is Conclusion and suggestion. From the observation and the case analysis, it is discovered that there exist some problems in the teachers questioning in the kindergarten collective teaching activity. The author proposes some suggestions to solve the problems, including transforming teacher's teaching idea, improving the strategies and level of the teacher's questioning, and replacing question with dialogue.