A Study On The Interview Of New And Old Teachers' Question In Group Teaching In Kindergarten

Teachers’ questioning is one kind of common teaching behavior with high incidence, which is also an effective tool to support teaching. Questioning, as a vital part of teachers’ skills, which was widely used in the kindergarten,is the most direct, the most commonly used teaching method in the collective teaching activities. Questioning plays an important role in teaching activities. Actually, if the problem is the growing point of wisdom, then the questioning is the soul of teaching art. It has a lot of funcions: to stimulate their minds, promote the exchange of students and teachers,attract their attentions, imformation feedback and to improve the student’s ability of expression and so on. And by this way, teachers can inspire and guide kids in and get the feedbacks. However, in the practise of teaching,tthe appropriateness of questions has a direct impact on the teaching quality and the process of teaching aims.The problem is worth serious consideration and study.Therefore,in additon to constult relevant documents,we should also be in-depth review of kindergarten.In the kindergarten, teachers also used a lot of questions in the teaching activity, but the using is more casual, and there are very few teachers will consciously to notice whether the use of questioning is appropriate or not. This research,based on the analysis of researches concerning the teachers’ questioning home and abroad,organizing the related concepts and theories in the kindergarten collective teaching activities, by the ways of interviews,observations and literature consulting, starting from teachers who study the children’s language areas of the top class of kindergarten. Through going into the classroom, observing and interviewing the teaching activities of old and new teachers in kindergarten, knowing the real condition of teaching questing, analyzing the questing behavior in specific teaching situation from microcosmic. And also we interview the teachers to know the cognition of teachers on questioning in further. Finally, this paper compared the questing of old and new teachers in kindergarten targetedly, helping teacher reflects on teaching questions, so as to provide some simple and feasible suggestions to improve the teachers’ questioning behavior in collective teaching activities of kindergarten.This paper is mainly divided into six parts. The first part is the introduction, presenting the research questions and significances, the definition of related concepts, the analysis of related researches as well as the selection of research objects. The second part is the research ideas and methods,mainly includes research contents、research object、research methods and data collection.The fourth one is the strategies to enhance teachers’ questioning skills from the following aspects:adhere to the concept of quality education、inquiry function of questioning、clear the requirements and conditons of effective questioning、the ways and methods for improving the ability for asking questions.The last part is the conclusion.