Action Research On Teacher Effective Questioning In Senior Class Collective Mathematics Teaching Activities

Kindergarten mathematics education is an important part of kindergarten curriculum,which affects children’s perception and understanding of the number,quantity and shape of the material world.As an essential part of teaching activities,teachers’ questioning is a way of communication between teachers and children.In mathematics teaching activities,teachers can stimulate children’s thinking by asking questions,guide children to solve problems in mathematical problems in life,and promote the harmonious development of children’s body and mind.This study took action research as the main line,combined with interview method and observation method,and carried out action research for two months in D3 class by cooperating with Teacher L of D Kindergarten in Chengdu.First of all,the researcher interviewed the teachers who had led the mathematics teaching activity in senior classes to understand the situation of the teachers’ questioning,understanding and implementation.Secondly,observe the cooperative teachers’ two large class mathematics teaching activities and analyze and summarize their questioning behavior.Secondly,starting from the problems existing in teachers’ questioning in the interview method and observation method,the researcher and Teacher L explored the scheme of teachers’ effective questioning in the action cycle of "plan-action-observation-reflection-new plan".Finally,the influence of action research on cooperative teachers and children was explored through the changes of cooperative teachers’ questioning behavior before and after the action and the reflection of researchers and cooperative teachers.The research conclusion shows that effective questioning reflects the general characteristics and the "personality" characteristics.Among them,clarity and hierarchy are the primary premise and foundation of effective questioning.Inspiration and ductility are the important characteristics of effective questioning.Practicability,feedback,interest and demonstration are the push to reflect the value of effective questioning.Normativity is the linguistic guarantee of effective questioning.Based on effective questioning,the effective questioning strategies of teachers in teaching activities include three aspects.First,we designed the frame of preset questions for the activity,refined and grasped the key questions,and took the teaching content,objectives and children’s experience as the basis of preset questions.Second,in the implementation of the activity,we should pay attention to the target of questions,the time of greeting and answering questions and the grasp of questions and feedback.Third,reflection on questioning can quickly improve teachers’ ability to ask questions effectively.Based on the problems existing in the research process and the research conclusions,the researchers put forward educational suggestions from the kindergarten level and the teacher level.At the kindergarten level,kindergartens should strengthen the training of teachers PCK and the kindergarten-based research and training of questioning skills;On the level of teachers,teachers should establish a correct concept of questioning,pay attention to the self-improvement of questioning ability and pay attention to the influence of material and psychological environment on questioning.