Research On Teachers'Response Strategies To Children's Question-Asking In Kindergarten

With the further development of preschool education reform,more and more attention has been paid to the study of children's active learning quality.Questioning is an important reflection of children's active learning quality,such as curiosity and initiative.It reflects children's thinking level,interest tendency,speech level,life experience and recent development area.Teachers'response to questions is an important"social reference"for children.Teachers'positive response attitude and high-level response strategies can better support children's positive learning quality and cognitive development,and promote children's all-round development.In this study,the children and teachers in a provincial demonstration kindergarten in central China were randomly selected as the research objects.The methods of natural observation and interview were used to study the children's questions in kindergartens and teachers'response strategies.The characteristics,problems and influencing factors of teachers'response strategies to children's questions were summarized.Based on the research needs,from the perspective of the question format and interrogative words used by the children,the children's questions in kindergartens are divided into five main types:what question,how question,what question,no question and why question.Under this framework,the motivation of children's questions is divided into cognitive motivation and non-cognitive motivation,and then the opposite is analyzed.The corresponding teachers'response strategies are emphatically analyzed.The results show that teachers'response strategies to different types and motivations of preschool children's questioning are diversified,including 19 strategies,such as simple informing,rethinking,guiding education,specific explanation,neglect,questioning others,explaining demonstration,waiting for blanks and encouraging strategies.Referring to Steinberg's division of teachers'response level,teachers'response from level one to level six can be achieved.It should be used at all levels.Teachers' response strategies to preschool children's questions have the following characteristics:simple informing and specific explanatory strategies are the main ones;the level of response to the same kind of questions is uneven;cross-question strategies can most lead to continuous interaction on questions;avoidance strategies are widely used;teachers'response attitude is neutral.Teachers'response strategies to preschool children's questions have the following problems:insufficient attention to preschool children's questions,insufficient understanding of the value of questions;centralized and random use of strategies,poor response feedback;wide use of avoidance strategies,affecting the enthusiasm of preschool children's questions;low use of high-level response strategies,relatively low overall level of response.The influencing factors of teachers' response strategies include subjective factors such as teachers'children's questioning ideas,teachers' emotional state,and the restrictions caused by objective factors such as the institutionalized life of kindergarten classes and insufficient time and ability.Based on the above findings,the researcher believes that teachers' support and suitability for preschool children's questions can be improved from the following four aspects:attaching importance to the value of preschool children's questions in kindergartens,choosing appropriate response strategies,rationally using avoidance strategies,improving the level of response to preschool children's questions,and promoting the development of both teachers and children.