Research On Teachers’ Questions And Answers In Early Reading Teaching Of Kindergarten Pointing To Deep Learning

In recent years,deep learning has become a hot topic in the field of teaching.Deep learning is not the high difficulty of learning content,but towards a higher level of learning and development in the zone of proximal development.The research on deep learning in the preschool field is mainly related to children’s games and regional activities.Early reading teaching activities are an important channel for children to expand their learning experience and obtain learning development.Teachers’ effective questiones and answeres can stimulate children’s thinking and exploration.Besides,the shaping of thinking quality,especially the cultivation of thinking ability,is the focus of the cultivation of deep learning ability.Early reading teaching in kindergarten provides a real field for children’s deep learning.This inspires researchers to further expand the scope of research to the field of kindergarten early reading teaching,and explore how teachers’ questions and answers in kindergarten early reading teaching point to children’s deep learning.This research focuses on the field of early reading teaching in kindergartens,taking children’s deep learning as a cut,and defines the three core concepts of deep learning,teachers’ questions and answers,and early reading teaching in kindergartens.Besides,clariflying the connotation of teacher’s questioning and answering in kindergarten early reading teaching which points to deep learning,then analyzes teacher’s questions and answers in early reading teaching in kindergarten.This paper analyzes the current situation of teachers’ questions and answers in kindergarten early reading teaching,finds out the problems and reasons of teachers’ questions and answers in promoting children’s deep learning in kindergarten early reading teaching,and finally tries to optimize teachers’ questions and answers in early reading teaching in kindergartens to promote children’s deep learning Children’s deep learning.Teachers’ effective questioning and answering in early reading teaching in kindergartens are of great significance to children’s deep learning.This study uses literature,observation,transcript analysis,and interview methods to conduct research.The qualitative research tool of NVivo11 is used to collect 20 different sections.Early reading teaching record videos,teaching plans,observation notes,related pictures and audio interviews of 8 teachers are used to organize the data and carry out three levels of layer-by-layer coding.The questioning process is analyzed from the number of questions,the object of the question,the form of the question,and the directivity of the content of the question.It is concluded that the number of questions is more complicated,the object of the question is mainly collective,the form of question is mainly open question,and the content of question mainly points to the level of memorization Analyze the answering behavior from the answering object,the answering form,and the timing of answering.It can be concluded that the answering object is the individual,the answering form is based on positive feedback,and the timing of answering is based on immediate answering.From the status quo of early reading teaching in kindergartens,it can be summarized that there are problems in the density,breadth,difficulty,and validity of the teacher’s questioning.That is,the questioning is too dense,which weakens the coherence of children’s thinking,and the wide-ranging questions are difficult to adapt to the different levels of children.Learning level and simple questions can hardly cause children to think deeply,and boring questions can hardly awaken children’s in-depth participation.Similarly,the teacher’s rational answer to problems in attitude,form,and timing is to focus on pre-set answers and avoid children’s reading responses and diversity.Relatively lack of standardized answering forms,blindly pursuing reading progress and miss the timing of answering.There are two main reasons why teachers’ questioning and answering in early reading teaching are inefficient: the professional level of teachers restricts the quality of questioning and answering,and the institutional design of kindergartens restricts the development of teacher’s questioning and answering.The professional level of teachers includes four aspects.First,teachers’ weak awareness of cultivating children’s in-depth thinking through effective questioning and answering.Second,teachers’ lack of effective questioning and answering skills to attract children to participate in reading.Third,teachers’ failure to pay attention to children’s reading differences,which makes it difficult to accurately ask and answer.Last,teachers’ inadequate excavation of early reading materials,which makes it difficult to extract effective questions and answers.In addition,the main body of kindergarten institutionalized design includes three aspects.First,the limited duration of activities hinders the integrity of teachers’ questions and answers.Second,the narrow ratio of teachers to children in class narrows the scope of teachers’ questions and answers.Last,the one to many question and answer mode is not conducive to the construction of dialogic reading atmosphere.Based on the analysis of the research,the following conclusions can be drawn.In order to improve the level of teachers’ questions and answers in kindergarten early reading teaching and promote children’s deep learning,this paper puts forward the following optimization paths: on the one hand,teachers start from the questioning process.First,reduce the complex questioning,and pay attention to the coherence of children’s thinking.Second,focus on the scope of questions to promote the new development of children at different reading levels.Third,appropriately raise the difficulty of the problem to promote the improvement of children’s high-level thinking ability.Fourth,according to children’s interest in reading flexible questions,stimulate children’s deep participation in reading.On the other hand,teachers start from the rational response behavior.First,listen to children’s reading reaction,and fully presuppose children’s possible answers.Second,the use of a variety of answer forms to deepen children’s deep thinking in reading.Thirdly,we should grasp the opportunity to follow up step by step and promote children to enter "deep reading".