Research On The Answering Behavior Of Preschool Teachers In Group Teaching Activities

The "Guidelines for the Guidance of Kindergarten Education(Trial)" clearly states that kindergarten teachers should "pay attention to the performance and reaction of young children in activities,sensitively detect their needs,respond in a timely manner in an appropriate manner,and form a collaborative inquiry-based interaction." It refers to the verbal and non-verbal responses and treatments of the children’s responses and behaviors after the teacher asks questions,which can occur in the context of the teacher-child interaction.The teacher’s answer reflects both the interactive nature of education and the wisdom of education.Good answering behavior can inspire children to think,directly improve teachers’ educational behavior,highlight the professional qualities of preschool teachers,and promote teachers’ professional growth and children.Develop and promote the implementation of the "Outline" concept in educational practice.This study attempts to study the teacher’s answering behavior from the perspective of the Hohhot Preschool Teachers’ Basic Skills Competition,which is mainly based on observation method,supplemented by interview method and case analysis method.Based on the classification of Xiang Yang and Chen Ling’s scholars,they start from the aspects of verbal and non-verbal rationality,and propose normative answer,emotional answer,analytical answer,ascending sexual answer and action.Five dimensions of sexuality and answering,based on these five dimensions,describe and analyze the current situation of 1091 answering behaviors in 32 teaching activities in the group teaching activities of Hohhot Preschool Teachers’ Basic Skills Competition,from macroscopic(teacher’s answer)The overall situation)and the micro(the specific situation of the teacher’s different types of answers)areelaborated.Based on the investigation and analysis of the status quo,it is pointed out that the teachers ignore the non-verbal rationality and the uneven distribution of the number of occurrences;there are modelized praise and recognition in the emotional answer,and the teacher’s refinement and the inductive answer in the analytical answer.Lack of ability,lack of necessary questioning and low quality in the promotion of the answer.In response to the existing problems,the author selected some teachers to conduct interviews.The reasons are as follows: the teacher’s own personality and attitude influence the use of non-verbal answers;the use of emotional teachers’ emotional answers is not deep enough;the preschool teachers’ questions tend to be closed;The teacher’s teaching wit is not flexible enough.In response to the reasons,some suggestions for teachers to effectively answer the questions in the group teaching activities are proposed: the teachers should answer the words and deeds,and demonstrate the charm of non-verbal answers;the teachers should broaden their perspectives and pay attention to affirmation and appreciation from multiple angles;Teachers should answer questions and answer questions,and work hard to improve the quality of questions.Teachers should answer specific moments and conduct questionability.Finally,the shortcomings of the research are pointed out and the outlook is made.