A Comparative Study On The Asking Behaviors Between Novice And Proficient Teachers In The Teaching Of Picture Books Of 5 Years Old Preschoolers

Teacher questioning in kindergarten picture book teaching is an important part of picture book teaching.The quality of teacher questioning is directly related to the enthusiasm of children to participate in activities,the improvement of thinking ability and the professional development of preschool teachers.Therefore,this study starts with teachers' questions,and mainly uses observation and interview methods.For the same teaching content,10 teaching activities each for novice teachers and skilled teachers in Z kindergarten are selected.A total of 20 teaching activities are observed.Descriptive statistics and independent sample T The test compares and analyzes the differences between novice teachers and experienced teachers.Based on quantitative analysis,the researchers combined the same picture book teaching activities to conduct a qualitative analysis of teacher questioning behaviors,and summarized the novice teachers and experienced teachers in the kindergarten.The commonness and difference of teachers' questioning behaviors,and analysis of the reasons,put forward suggestions for effective questioning in picture book teaching by large class teachers,with a view to providing some thinking and reference for the development of large class picture book teaching in kindergartens.In this study,teachers' questions in picture book teaching in kindergarten classes are used as research questions.They mainly include the initiators of picture book teaching,the answer methods of the questionees,the types of questions,the content of the questions,the questioning strategies,the waiting time after questions,and the time after questions.Based on the seven dimensions of feedback methods,we compare the similarities and differences between questioning behaviors of novice teachers and experienced teachers.It is found that the common behaviors of novice teachers and experienced teachers are as follows: the questioning behavior is dominated by the teacher's active questioning;the teacher's questioning object is biased;the teacher's waiting time is short and the children's thinking time is insufficient;In the comparison of the questioning behavior between novice teachers and experienced teachers,it is found that novice teachers have problems such as high frequency of questions,low level of questions,poor effectiveness of questions,single question feedback method,and inefficient questioning strategies.The reasons for the problems in the questioning behaviors of novice teachers andexperienced teachers in large classes were analyzed,and it was found that the common factors of novice teachers and experienced teachers included external high pressure and internal high load;teacher education monitoring ability is insufficient;lack of self-efficacy.The personality factors of novice teachers 'questioning behavior include lack of professional knowledge and professional ability;poor questioning skills of teachers;insufficient reflection of teachers' teaching.Finally,in order to better promote the level of teacher questioning in picture book teaching in kindergarten,the researchers summarized suggestions for improving effective questioning in picture book teaching in kindergarten from kindergarten level and kindergarten teacher level.Suggestions for kindergartens include: increasing the importance of teachers 'questions in picture book teaching,inviting experts to guide teachers' questioning skills,and establishing a new and old community of picture book teaching mutual learning for young and old teachers;The author puts forward corresponding suggestions in three aspects: high-quality questions,improving the teachers 'level of text analysis,and improving teachers' response levels.