The Research Of Efficient Question-raising Of The Picture Book Teaching In Kindergarten

Picture books can improve children's social and cognitive development by transferring emotion to children through stories and pictures.Teacher child interaction is an important way for children to understand the meaning of pictures,cultivate their ability of inquiry and inspire their thinking.A good interactive relationship between teachers and children is through active and effective communication between the two sides,which inevitably leads to questions.Questions are the link between teachers and children.In a certain sense,the effectiveness of teachers' questions also reflects the effectiveness of the teaching process,which is one of the effective ways to carry out teaching activities.In kindergarten teaching,teachers' effective questioning ability is one of the teaching skills that kindergarten teachers must master,one of the important indicators to measure the level of teachers' professional level,and an important guarantee for effective classroom teaching.Teachers' effective questioning in picture book teaching can enhance the interaction between teachers and children,improve the quality of picture book teaching,sublimate children's emotion and develop children's thinking.However,there are many questions in picture book teaching,but the effectiveness is not high.Therefore,it is of practical significance to understand the current situation of effective questioning in picture book teaching for preschool teachers to improve the quality of picture book teaching.Taking two public kindergartens and two private kindergartens in Shijiazhuang as examples,this study uses observation,questionnaire,interview and other research methods to investigate the current situation and existing problems of teachers' effective questioning in large class language picture book teaching activities in kindergartens.The results show that there are some problems in the effective questioning of kindergarten large class language picture book teaching,such as: the type of questioning is not rich;the content of questioning is inefficient;there is a sense of waiting time,the actual waiting time is short;the mode of reasoning and answering lacks educational wit.The main reasons are: teachers lack of depth in the study of picture books;teachers are difficult to change the traditional teaching mode;teachers have a single knowledge structure;teachers lack of skills in response.In view of the existing problems and reasons of effective questioning in large class language picture book teaching in kindergartens,this paper puts forward some suggestions: attach importance to the teaching and research activities of picture book,carry out the discussion of effective questioning;renew the teaching concept of picture book for teachers,attach importance to the cultivation of children's learning quality;increase the learning of subject knowledge for teachers,and improve the knowledge cultivation of teachers;teachers should pay attention to the strategies and answers in questions technical.