A Study Of Novice Teachers' Questioning On The Social Fields Education Activities In Kindergarten

Questioning is an important part of teaching,throughout the whole process of classroom teaching,is the center of classroom interaction.In kindergarten social education activities,questioning is an essential teaching skill to implement social education activities,an important teaching method to promote children's social development,a major communication method to form a good teacher-child interaction relationship,and an important content to improve novice teachers' professional ability.But in the real kindergarten education activities,there are still many problems to be solved.Therefore,to improve the ability of novice teachers to ask questions in kindergarten social education activities is the key to enlighten children's thinking,promote their social development and improve the quality of social education activities.The researcher selected a total of 30 novice teachers from 6 kindergartens in J city,Shandong province as the research object,and used the methods of literature review,observation,interview and case analysis to investigate the questions of novice teachers in social education activities.The paper mainly includes the following parts:The first part is an overview of questions asked by novice teachers in social field education activities in kindergarten.The first kindergarten in the field of social education activities is discussed the connotation of the novice teachers to ask questions,then illuminates the kindergarten in the field of social education activities,the characteristics of the novice teacher questions is instructive,emotional,situational,experiential,finally combed the kindergarten social education activities of novice teachers to ask questions in the field of theoretical basis,including constructivism theory and symbolic interaction theory,dialogue theory and effective teaching theory of education.The second part is a survey on the status quo of novice teachers' questions in social education activities in kindergartens.The researcher investigated the questions asked by novice teachers in the social field education activities.Based on the observation and record of their social field education activities in the early stage,the author summarized,counted and analyzed the questions according to the research content.This paper analyzes the status quo of novice teachers' questions in social education activities in kindergarten from five dimensions: the purpose of asking questions,the type of questions,the waiting time,the object of questions and the way of feedback.In the third part,the questions raised by novice teachers in the social field of kindergarten education activities are summarized and the reasons are analyzed.According to the current situation of novice teachers' questions in social education activities in kindergartens,the author concludes that novice teachers' questions in social education activities have such problems as unclear purpose of questions,unbalanced distribution of question types,short waiting time,improper selection of question subjects,and more negative feedback methods.There are three reasons for the above problems,namely,the low level of professional quality of novice teachers,the difficulty in controlling educational activities in the social field,and the lack of support for novice teachers in kindergartens.The fourth part is the optimization path of novice teachers' questions in kindergarten social field education activities.According to the novice teacher's questions in the field of social education activities in kindergarten and cause analysis of existing problems,the researchers from three aspects to promote novice teacher questions ability put forward some Suggestions,first of all,the novice teachers to improve their professional accomplishment,to set up the correct education teaching idea,the education teaching practice experience,enhance education sensitivity;Secondly,novice teachers should optimize the questioning strategy,including clarifying the purpose of asking questions,allocating the types of questions reasonably,choosing suitable subjects,increasing the waiting time appropriately,and giving positive feedback to children.Finally,it is suggested that the kindergarten should increase its support to the professional development of novice teachers,so as to provide a variety of ways of induction education for novice teachers and establish a complete educational evaluation mechanism.