Research On The Questioning Of Novice Teachers In Kindergarten Mathematics Collective Teaching Activities

For preschool children,mathematics education is an important stage of mathematical enlightenment,which can help them to form good thinking habits and promote the development of thinking.Among them,questioning as a commonly used teaching method in the process of kindergarten mathematics collective teaching activities,is also a high frequency form of teacher-child interaction,which directly affects children’s interest in activities and affects the development of children’s thinking,language,emotion and so on.Teachers can add more characters to the learning path of mathematics by asking questions of high quality.However,for novice teachers,they are in the initial stage of professional development,lack of teaching experience,do not know how to put forward high-quality problems in teaching activities,affecting the effectiveness of activities and the realization of goals.Therefore,the research on the questioning ability of novice teachers needs to be further studied.This study mainly uses the observation method,the interview method,the case analysis method and so on to carry on the quantitative and qualitative research to the novice teacher question in the kindergarten mathematics collective teaching activity.Based on the interaction theory between teachers and students,the theory of recent development area and the learning theory of constructivism,the 20 collective mathematics teaching activities of 20 novice teachers in 2 public kindergartens in Chengdu were observed and recorded.This paper analyzes the present situation of novice teachers’ questions in kindergarten mathematics collective teaching activities from the aspects of the main body of the question,the number of questions,the type of questions,the waiting time,the way to answer and so on.Through the analysis,it is found that novice teachers have the following problems in mathematics collective teaching activities: novice teachers firmly occupy the dominant right to ask questions,children take the initiative to ask questions,and teachers mainly choose collective questions when asking questions,neglecting the individual differences of young children.The number of questions asked by teachers is more,but the questions are random,the purpose of asking questions is vague,the quality of questions is not high,the time for teachers to answer is short,and the way of answering questions is random.In addition,according to the interview,it is found that the concept of novice teachers is out of touch with practice,the understanding of questioning is insufficient,the characteristics and needs of infant development can not be grasped,and the professional training of novice teachers in kindergartens is not enough.According to the current situation and problems,the researchers analyze the causes of the problems and put forward the optimization path: first,reform the concept of education,improve the professional quality of novice teachers;Second,clarify the questioning function and optimize the questioning strategies of novice teachers;Third,strengthen professional training and improve the internal and external driving of professional growth.