A Research On The Teacher Questioning Of Collective Teaching Activitiesin Bilingual Kindergarten

With the development of bilingual kindergarten construction engineering inXinjiang UyghurAutonomous Region, Urumqi, capital of Xinjiang, haslead the wayto make many achievements in the preschool bilingual education.In the greatpopularity of the situation, how to deal with the relationship between scale andquality improvement has become a problem whichhas attractedpublic attention.Thus, it is extremely necessary to assess and analyze theinstruction quality ofbilingual kindergarten.This study is taking teacher’s questioning as footholdtodescribethe present situation of bilingual instruction in Xinjiang.Our study takes teacher questioning of Urumqi bilingual kindergarten incollective teaching situation as the research object,in order to objectively presentcurrent situation of teacher questioning in bilingual kindergarten collective teachingactivities, researchers have through stratified random sampling chosen30classes inUrumqi public bilingual kindergarten,and have in-depth continuous recording ofbilingual kindergarten and classroom observation,finally, wehave taken30videosofcollective teaching activities.This research mainly usesthe Child Language DataExchange System (CHILDES) which has been recognized by international, and usesCodes For Human Analysis Transcript (CHAT) to transcript into a unified format ofthe whole teachers’ question words in collective teaching activities, and thencombines with the "Coding System of Kindergarten TeacherQuestioning" toinsert acoding layer named QUE for teacher’s questioning, and then usessome relatedcommands of The Child Language Analysis(CLAN) to Analyzethe characteristics ofteacher questioning, at last, we proceed SPSS statistical Analysis.This paper is aimed to evaluate the teacher’s questioning in collective teachingactivities from QuantityIntent,Type,Direction and Feedback.Quantitative resultshave showed: the whole number of Urumqi bilingual kindergarten collectiveteaching activities in the teachers questioning is on the high side; The intent ofTransferring knowledge and developing skillshas a dominant status;the intent ofarousing interest or attention also occupies a significant share; In terms ofquestiontypes, Right and wrong questions, Review questions and Progress questionsofClosed questionshave an absolute status, the type ofUnderstanding questions andDiscussing questionswhich belong to Open-endedquestions have a certainproportion; All questions mainlyask towards entire infants, while ignore the participation of every individual child; Teachers’ feedback is to given priority to withTerminal feedbacks, such asRestatement,Shelving, Praise and appreciation and soon, the type of Evaluating answersin Extended feedback also account for certainproportion. In addition, According to the coding corpora, this paper also analyzes indetail the teacher questions’ basic characteristicsin four aspects ofUrumqi bilingualkindergarten in collective teaching activities;we try to present the possible problemsof teacher’s questions. Finally, according to the above quantitative analysis andqualitative description, researchersseek to put forward some specificsuggestions toimprove Urumqi bilingual kindergarten teachers’ questioning behavior in collectiveteaching activities.