AStudy Of The Higher Class Kindergarten Teachers’ Questioning Behavior In Mathematics Collective Teaching

Questioning is a basic teaching behavior in the teaching activities, is an important meansto realize effective teaching. Questioning in kindergarten collective teaching is a key link inthe teaching and the best way to teacher-children interaction. The teacher’s effectivemathematics questions in kindergarten collective teaching activities, can not only stimulatechildren’s interests in maths study but also promote the development of children’smathematical thinking. However, through the survey the author found that there were a lot ofproblems about the teachers’ questioning in the current kindergarten high class mathematicalcollective teaching. Therefore, finding out the problems of teachers’ questioning behaviorbecame the subject of this study.The study collected the data of teachers’ questioning behaviors in kindergarten collectivemathematical teaching by means of Observation Method and Interview Method, including24teaching cases and812teachers’ question behaviors, and then the qualitative research andquantitative research were used to analyzed these data. According to the data, the researchrefined and summed up the current situation of teachers’ questioning behaviors duringteaching process, and analyzed the reasons behind, put forward the strategies of theoptimization of teachers’ questioning.This article includes:PART ONE Introduction. It includes the origins of research, the purpose andsignificance of the study, the concept of related definition, literature review of relevantresearch, theoretical foundation and research design.PART TWO Analyze the status quo about high class kindergarten teachers’ questioningbehavior in collective mathematics teaching activities. The first step was quantified analysis,including the frequency, time distributions of the questions, the types of questions, the waysof the answer, teachers’waiting time and teacher’s feedback. The qualitative analysis includedthe sponsor of the questioning, the purpose of the questioning and the pattern of thequestioning. PART THREE Find out the problems of high class kindergarten teachers’ questioningbehavior in collective mathematics teaching activities and explore the reasons of the problems.Combining with examples, find out the problems from the frequency, distribution, type,purpose, object, scientific nature, feedback model of these questions. Looking out the reasonsfrom the view on children, the view on questioning, spedagogical content knowledge,children’s development level, external environment and teacher-children’s relationship, and soon.PART FOUR Improve the kindergarten teachers’ questioning level in collectivemathematics teaching activities. According to the survey, the author put forward that theteachers should set up scientific views on children’s teaching and questioning, further studykindergarten mathematics teaching knowledge and so on.