Research On Teacher Questioning Based On Preparatory Skills Of Early Childhood Reading Strategy

Questioning is one of the most important and commonly used teaching methods in teaching activities.Through appropriate questioning,teachers can achieve certain teaching objectives and teaching effects.In the early reading teaching activities in kindergartens,children aged 3-6 years old are difficult to acquire reading methods and strategies independently,and need adult guidance and intervention.To cultivate the formation of children's early reading strategy preparation skills,the most effective teacher guidance method is to ask questions.If kindergarten teachers can ask targeted questions,they can achieve the goal of training children's early reading strategy preparation skills.Early reading strategy preparation skill is a method for children to integrate reading content,extract key information and understand reading gist in the reading process.The acquisition of this skill can promote children's early reading ability,is a necessary condition for children to gradually become fluent readers,and lays a foundation for children to enter primary school and the development of reading ability in the future.Therefore,questioning is an important teaching method to cultivate children's early reading strategy preparation skills for the development of their reading ability.In this study,video case analysis and interviews were used to conduct quantitative research on the current situation and existing problems of teachers' questions.Researchers conducted quantitative analysis on 18 randomly selected large,medium and small classes of early reading teaching videos.First of all,all the teachers' questions in the video and the specific questions raised by the teachers are recorded and counted in detail.Secondly,according to the observation statistics and operational definitions compiled by the researchers,the time,content,quantity,objects and types of teachers' questions based on the preparation skills of early reading strategies in 18 early reading teaching videos are statistically analyzed.Thirdly,according to statistical data and charts,and combined with specific cases for analysis,so as to find the existing problems and causes;Finally,through interviewswith six kindergarten teachers,this paper explores the reasons and suggestions for teachers' questions based on their early reading strategy preparation skills.Based on the analysis of the current situation of teachers' questions in the video case regarding the preparation skills of early reading strategies,the existing problems of teachers' questions are found,which mainly include: the small number of questions and repeated questions in some reading activities,the tendency to be collective and the difficulty degree not being grasped in place,the teachers' lack of grasping the timing of introducing and ending the questions,the teachers' lack of questions on the subject,and the teachers' preference for closed questions.In response to these problems,the researchers interviewed six teachers and explored the reasons based on their own teaching experience,mainly including: teachers' lack of awareness of asking questions about children's early reading strategy preparation skills,teachers' lack of presupposition of asking questions about children's early reading strategy preparation skills,teachers' insufficient understanding of children's reading experience,teachers' insufficient professional knowledge about early reading strategy preparation skills and questions,and teachers' lack of analysis and understanding of reading materials.On the basis of the above research,the researchers put forward feasible improvement suggestions from two levels.First,kindergarten level.Using a variety of methods to improve teachers' awareness of asking questions about children's early reading strategy preparation skills,to strengthen teachers' questioning presetting for children's early reading strategy preparation skills,to strengthen the discussion of relevant issues in kindergarten-based courses,and to strengthen the training of teachers' relevant theoretical knowledge and skills.Second,the teacher level.Teachers should use various channels to master children's reading experience,reflect on the questions in early reading activities,and deepen the analysis and understanding of reading materials.