Based On Effective The Kindergarten Health Teaching Teachers Questions

By the method of qualitative research, this thesis conducted a systematic analysis of the teachers'effective questioning in kindergarten health instruction. The information is gathered through non-participatory observation, interview and collection of textual data,etc. After analyzing the design and implementation of teachers'effective questioning, the researcher studied the influence factors and characteristics of it. Then the methods of improving teachers'effective questioning were discussed.The teachers'effective questioning should be designed based on the teaching content and the young children's needs, in which the previous is the specific; basis and the latter is the ultimate basis. During the design process, the type of question should be diversified, the level of question shuld be scientific; the question should conform to its aims and accord with the age of child. At the same time, during the implementation of teachers'effective questioning, the kindergarten teacher should deal with the relationship between presupposed questioning and generative questioning, collective questioning and individual questioning.There are three factors which play an important role in teachers'effective questioning. They are the grasping of young children's experience, the teaching wit and the teaching envionment. Under the influence of different factors, several characteristics can be seen in teachers'effective questioning which are instructive, scientific, experience, aesthetic, continuous and penetrative, universal and targeted, presupposed and productive.At last, this thesis puts forward some methods on improving teachers'effective questioning which include paying attention to young children's experience, improving the teaching wit and optimizing the teaching environment.