Research On The Characteristics Of Children’s Question In Kindergarten’s Scientific Activities

Questioning is a form of expression for young children’s self-directed learning.On the one hand,it can improve children’s language expression ability.On the other hand,it can enhance children’s ability to actively explore.However,in the actual science teaching activities,children’s questions have not been fully developed,and there are still deficiencies in the quality and quantity of questions asked.Therefore,researchers hope to analyze and summarize the characteristics of young children’s questions in science teaching activities,Find out the factors that affect children’s questions and make suggestions accordingly,promote the quality of children’s questions in actual teaching activities.The main research method of this study is the observation method,the interview method was used as an aid to conduct in-depth research on the characteristics of children’s questions in the science teaching activities of S Park in Anshan City.By analyzing the data,the following features are obtained:In terms of the number of questions,more boys than girls;large class children ask more questions than middle and small classes;questions in basic activities are more than import activities and end activities;there is little difference in the number of questions in different content science activities.In terms of questioning,boy is more active than girl;small class children passive,large children active;basic activities to ask more questions,end activities more passive questions;natural science-based activities have more active questions.In question type,boys ask common sense more questions than girls,less emotional problems than girls;The small class is mainly based on questioning emotionally-expressed problems,and the Chinese University of Science and Technology is mainly concerned with asking common-sense understanding questions;The introduction and basic activities mainly consisted of common-sense understanding problems,and the end activities were mainly emotion-exposed problems;there is little difference in the type of questioning among children in different content scientific activities.The reasons are: Children’s personality characteristics,original scientific knowledge reserve,child’s own interest;Teacher science teaching concept,science teaching method,teacher interaction frequency;Home education environment,school environment.For the above influencing factors,put forward corresponding educational suggestions: Establish correct education concepts and provide conditions for children to ask questions.Improve teachers’ scientific literacy and develop children’s ability to ask questions;Create a good environment and cultivate children’s awareness of issues.