Question Of Effective Teaching In Kindergarten Picture Book Teachers

The United Nations educational, scientific and cultural organization in the society tosurvive-education today and tomorrow pointed out that fewer and fewer teachers transferknowledge, more and more incentive thinking, preschool teachers are no longer simply impartknowledge, but as supporters, partners, children activity guide. Give full play to kids main bodystatus, teacher-children interactive relationship between the positive and effectivecommunication, both parties to a through the dialogue between raising questions, askingquestions is a young interactive link, in a sense, the effectiveness of the teachers’ questions alsoreflect the effectiveness of the teaching process, is one of the effective means of teachingactivities. In the kindergarten teaching, the teacher to ask questions to further stimulate kidslearning interest, active young kids thinking, enhance kids language expression ability, teachers’effective questioning ability which is early childhood teachers must master one of educationteaching skills, is one of the important indicators of teachers’ professional level, is the importantguarantee for effective classroom teaching.This research mainly USES the interview method and observation method, investigatingthe kindergarten teacher questions in picture book teaching research. This thesis mainlyincludes the following four aspects:The introduction part briefly summarized this paper, mainly on the whole is put forward,including problems related to the literature review, the related concept definition, researchpurpose and meaning, research idea and method of five parts.The first chapter the kindergarten teacher questions in picture book teaching presentsituation investigation. Through questionnaire and interview research, the result of the interview,interview outline related data analysis, provide objective data for the research on a problem.The second chapter picture book teaching kindergarten teacher questions existingproblems and cause analysis. In the first part of the picture book teaching problems existing inthe teachers’ questions, respectively from the teachers questions purpose of ambiguity, toquestion the inefficiency of picture book content, teachers’ questioning methods is relativelysingle, these three aspects, in particular, from questions from center of text type is more less, suspense, conflict problem; To ignore the details pictures, text, picture book form elements ofquestions; Teachers in the way to the different picture book’s question and answer way ofmodeling. The second part of the reason analysis, respectively from the inadequateunderstanding of effective teaching teachers, teachers of picture book text analysis in-depthskills, lack of teachers’ questionsChapter three kindergarten picture book teaching in the teachers’ questions effectively.According to the above problems, based on the analysis of the reasons put forward feasibilitySuggestions. Mainly from changing the concept of effective teaching, improve teachers’ level oftext analysis, strengthen the training the skills of teachers to ask questions, and improvingteachers’ questioning methods, etc. To be specific, teachers’ active participation in teachingpractice, improve practice skills, constantly reflect on and improve the theoretical level; Fromthe explicit information and pictures of picture book details improve the level of text analysis;Improve teachers’ skills training, according to the "point" and "c" sequence; improving teachers’questioning methods, from single to multiple.To sum up, this paper combined with the kindergarten teaching activities, starting fromthe existing problems, combining with the characteristics of picture books to analyze its reasons,and then puts forward the operable Suggestions, so as to promote preschool teachers questionability, thus promote the effective development of kindergarten picture book teaching activities.