Research On The Questioning Of Kindergarten Teachers In Collective Teaching Activities

Questioning is the most frequently used teaching method in kindergarten collective teaching activities,and it is also an important way for teachers and children to interact.High-quality teacher questions can not only enhance the depth and level of interaction between teachers and children,but also stimulate children's interest and thinking ability to promote the development of children's thinking,language,and emotions.Throughout the current research situation and practical needs of kindergarten teachers' questions,there are still many problems that need to be explored continuously.In practice,we still need the theory to truly support and play a guiding role.Therefore,I use the questions of kindergarten teachers in the collective teaching activity as the entry point of this study,trying to explore the causes of the current situation of the kindergarten teachers' questions.Based on the realistic constraints,I try to construct the ideal questions for kindergarten teachers.I hope to provide a new perspective and practical support strategy for the research.This study uses the paradigm of empirical research,using observation and interview methods,combined with relevant theories for analysis and discussion.In the empirical research section,I observed a total of 45 collective teaching activities,collected 1644 questions from kindergarten teachers,and obtained 28 interview records.The results of empirical research show that the current kindergarten collective teaching activities present a vague concept of problem presupposition,excessive questioning,the number of open questions is low,the number of closed questions is high,the number of low cognitive questions is higher than the number of high cognitive questions and short waiting time for questions.In the theoretical analysis section,based on the results of empirical research,I reflect on the power inequalities behind this status quo.I try to call for the return of the true meaning of the question from the perspective of equal teacher-child relationship,vivid and realistic atmosphere,and community of mutual cooperation.I advocate turning questioning into an opportunity to listen and understand children,to become a way to explore issues and share experience.