A Case Study Of Teachers' Questioning In Early Reading Group Teaching

This study takes a model kindergarten in Fuzhou as a case,object and studies the teachers' questions in the early reading group teaching in Fuzhou city.The paper adopts document research method,case analysis method,interview method and observation method from four aspects,such as number of questions,object of question,purpose of question and form of question..This paper respectively analyzes the primary class,middle class and senior class of three groups of teachers in early reading questions in collective teaching situation,in view of the early reading teacher questions problems in collective teaching,put forward the corresponding solution strategy.The study found that:in terms of the number of questions asked,both the primary class and the senior class teachers had the problem of asking more questions and the primary class teachers repeatedly asked more questions.In terms of the object of the questions asked,the number of teachers in the three groups was more than that of the whole class and the teachers in the middle class were not paying enough attention to the individual involuntary answers.In the purpose of asking questions,all the teachers in the three groups had the question of deviating from the core reading goal of the children in the class.And the teachers of senior class repeated use of the answer.In the form of asking questions:primary class teacher's questions form is single,middle class and senior class teachers use low proportion in the form of high-level questions and senior class teachers whether ask questions too much with using question sentences.The author puts forward the corresponding educational suggestions:the teachers of primary class and senior class should reduce the frequency of asking questions properly,the teachers of middle class should pay more attention to the individual who answer involuntary questions,the teachers of primary class should use a variety of questions;Teachers in the middle class and senior class should appropriately increase the use of higher level questions.All three groups of teachers need to ask questions about the core reading objectives of this class.