The Research Of Teachers' Effective Questioning In Kindergarten Mathematics Teaching

Mathematics teaching in kindergartens is an important part of all-round development education for preschool children.It is an activity for preschool children to perceive,observe,operate,discover and actively explore the quantitative relations and spatial forms in the objective world through their own activities under the guidance of teachers or adults(direct guidance or sometimes by influence).It is also an activity to develop their curiosity,exploratory desire,self-confidence and obtain happy feelings.Emotional experience: the process of generating interest in mathematical activities and cultivating good learning habits.The whole physical and mental development of young children is in an imperfect state,which requires the guidance of teachers or adults.The exercise room is an important way for teachers and children to communicate in mathematics teaching.It is also a bridge between teachers,knowledge and children.Teachers can stimulate children's interest in mathematics activities,inspire children's thinking,guide children to explore actively,and design the same topic scientifically.The key to teaching success or failure.Teachers' recall is the most important and more instructive part of scientific inquiry education.However,in the teaching of preschool studies,many teachers ask superficial questions and have no sessions,which leads to the confusion of preschool children's physical scientific experience.The fundamental reason for this discovery is that teachers do not experience the important role of layered and latecomer grasp in preschool children's construction of scientific experience.In view of this situation,this paper regards the validity of teachers' questioning in the teaching of Preschool Learning as the research content.From the perspective of teachers' validity,this paper focuses on preschool mathematics teaching by analyzing the current situation and existing problems of teachers' joyful questioning in preschool teaching and putting forward corresponding countermeasures combined with relevant theories.This paper is divided into six parts.The first part is the introduction,which introduces the research background,research significance,definition of related concepts and literature review.The second part is the research design.It introduces the purpose,content,object,method and process of the research.The third part is the investigation of teachers' effective questioning in preschool mathematics teaching.Different kindergartens are selected to investigate teachers' effective questionnaires in the form of questionnaires,including preschool teachers' understanding of the function of preschool mathematics teaching and their understanding of the implementation process.Then,classroom observation is carried out among the respondents to the questionnaire,and progress survey is conducted on the current situation of teachers' effective intervals in mathematics teaching.Finally,on the basis of the former two surveys,interviews were conducted with teachers.The fourth part is about the problems and reasons of teachers' effective questioning in preschool mathematics teaching.The fifth part is the main part of this study.It introduces the improvement strategies and methods of teachers' effective questioning in preschool mathematics teaching.The sixth part is the conclusion and prospect.