A Study On The Influence Of Questioning Formulation On Vocabulary Acquisition And Story Understanding Of Middle Class Children In Picture Book Reading

As one of the means of picture book teaching,questioning is irreplaceable.This study takes 4-5-year-old middle-class children as the object of study,and tries to explore the low-demand problem through three kinds of asking methods of demand level,and the purpose of this study is to explore the problem of low demand.The influence of high demand problem and scaffolding condition problem on children's vocabulary acquisition and story understanding,so as to get an effective way of asking questions which can promote children's vocabulary acquisition and story understanding.In this study,90 young children from a kindergarten in Tianjin were selected as the subjects.They were tested for general receptive vocabulary,grouped according to the standard scores of general receptive vocabulary test,and the equivalence of the group was tested by ANOVAs.Then,the effects of asking questions on vocabulary acquisition and story comprehension of middle-class children in picture book reading were investigated by experiment,and one-way AN OVA was used to analyze the post-test scores.This paper objectively reveals the influence of different questioning styles on vocabulary acquisition and story understanding of middle-class children.The results show that:1.Through the intervention of questioning style,the vocabulary output of young children was improved significantly,but there was no significant difference among different questioning styles.2.After the intervention of questioning style,the vocabulary definition achievement of scaffolding condition group was significantly higher than that of low demand group and high demand group.3.After the intervention of questioning,the scores of vocabulary acquisition in scaffolding group were significantly higher than those in low demand group and high demand group,and the difference was significant.4.After the intervention of questioning,the score of story understanding in scaffolding group was significantly higher than that in low demand group and high demand group,and the difference was significant.For the above research results,the following suggestions are made for this study:1.The way of teachers' questioning is developing in the direction of diversification.2.Increase the use of scaffolding conditions to promote the development of young children's vocabulary acquisition.3.Improve teachers' understanding of stories and ask questions effectively.