Investigation And Study Of Teachers' Question And Answer Behaviors In Kindergarten Collective Teaching Activities

With the development of society,the quality of kindergarten education teaching is higher and higher,and the quality of care and education is raised in kindergarten education guide to promote the physical and mental health of children.For preschool teachers,how to improve the effectiveness of education teaching.The effective educational teaching is to organize teaching based on the characteristics and laws of children's physical and mental development,and its ultimate goal is to promote the all-round development of children's physical and mental.Good teacher's answers not only promote the development of children's cognition and thinking,but also help to improve the effectiveness of teachers teaching.However,in the actual collective teaching activities,there are still many problems,such as the weak consciousness of teachers' and questions,the single question and answer way and the question and answer without considering the children's own development status.Therefore,this paper studies the teachers' question and answer behavior of kindergarten collective teaching activities.This paper selects three public kindergartens in Xi' an as the research object,through literature,observation and interview,to understand the current status of kindergartens.This paper discusses the questioning and answering behavior of preschool teachers,from the frequency of questioning behavior,the type of questioning behavior,the purpose of questioning behavior,waiting time and teachers' response types,answering methods,response types and evaluation response types.Through observation and interview,the following problems were found:first,few comprehensive problems,more problems of memory understanding;Second,the scientific is not strong,the accuracy is short;Third,there are too many closed and repetitive problems;Fourth,shifoushi and attention to the issue of disciplinary norms too much;Fifth,the number of questioning behavior is high,low quality;Sixth,the waiting time is short;Seventh,the teacher answered the majority of the answers.Eighth,the evaluation of teachers is mainly there is no.The reasons are as follows:first,the preparation of teachers' class is not sufficient;Second,the" respect teacher and his teaching" influence,the teacher full talk;Third,the low teacher-child ratio causes less teacher's question answering behavior;Fourth,the lack of teachers' professional knowledge;Fifthly,the lack of knowledge of children's development leads to low quality question answering behavior;Sixth,the" young cohesion" makes the teacher ask questions too much.The author puts forward the following suggestions:first,change the concept of teachers and improve teachers' q&a behavior;Second,teachers make full preparation before the teacher;Third,to improve the scientific and accuracy of questioning;Fourth,improve the quality of teachers' response;Fifth,give the children appropriate" solution distance";Sixth,flexible use of a variety of teaching methods,rich teachers,q&a behavior;Seventh,the appropriate use of teachers' response evaluation;Eighth,good at reflecting on their own question and answer behavior.