Questioning Behavior Of Kindergarten Teachers’ Math Group Activity In Different MPCK Levels

Questioning as a basic teacher teaching behavior is not only an important means of achieving effective teaching but also an important form of teacher-child interaction.When we observe in kindergarten,we can find that in the same group of collective teaching activities,the questions raised by the teachers with high MPCK levels are more instructive,and the children’s mastery is also better.This reflects the important influence of the teaching knowledge of mathematics subjects on questioning.However,for this,we are only vague empirical inferences,and we need to study carefully to examine the relationship between MPCK and the questions raised by teachers’ mathematics collective activities.Therefore,this paper attempts to explore the influence of teachers with different levels of MPCK on their questions in teaching activities through questions in the mathematics collective teaching activities,and provides corresponding suggestions for teachers’ development.In this paper,the observation objects of the six teachers’ MPCK are first determined,and then the situation of their questions in mathematics collective teaching activities is analyzed through observation methods,and the corresponding problems are suggested for the teachers’ development.On the basis of observation,the number and types of questions,types,nature,difficulty,object,response,whether or not to involve mathematics process ability,whether it involves the development of children’s learning quality,and the inspiration of infants’ metacognitive Observe the actual situation of teachers’ questions.The conclusion of this study is that teachers with high levels of MPCK ask questions centered on the core mathematics experience,and not only the teaching of mathematics knowledge but also the development of children’s ability in various aspects.In their questions often appear in the teacher’s response,children can get a more positive response after answering the questions raised by the teacher.When the teacher finds that the questions raised are difficult for the children,the problem will be divided into a small problem.Through questioning guide children to understand the core of the problem.When selecting the respondents,teachers with high levels of MPCK will not only choose to raise their hands to answer but also focus on not raising their hands.When unsure children respond correctly,they will receive timely recognition and affirmation.Therefore,MPCK is a key factor affecting the quality of teachers’ questioning in mathematics collective activities.Therefore,the key to improving teachers’ questioning level falls on improving teachers’ MPCK level.In the end,the author puts forward some suggestions on how to improve the MPCK level of teachers: On the basis of comprehensive kindergarten curriculum,the uniqueness of each field is not forgotten;the effectiveness of kindergarten training is improved;and the level of pre-service preschool teachers MPCK is increased.