Questioning is a basic teaching method. If teachers can use it flexibly and effectively to provide children with a rich, interesting and changing learning environment, they can provide children with opportunities to participate in the learning process, so that children's thinking and activities have a space for active intervention. Teachers should pay attention to the following questions when asking questions.

First, questions should be targeted. Meet the development needs of young children.

The pertinence of questioning should consider the level, type and way of questioning.

Problem hierarchy is a series of problems developed for each level of cognitive field-knowledge, understanding, application, analysis, synthesis and evaluation. The first three levels can adopt low-level questions, which are more suitable for preschool children's cognitive characteristics, and mainly emphasize recall information and general application. "What kinds of ants are there", "Why do ants move" and "How do ants move" correspond to these three levels of problems. The latter three levels need abstract and complex thinking, and are generally not suitable for preschool children.

Grasp the questions suitable for specific situations. The teaching process is a dynamic process, and the role of questioning is different in different teaching stages. The emergence of "targeted questions" can concentrate children's learning attention, confirm what children have learned, stimulate or arouse children's interest in learning, and also understand their understanding in teaching. "Prompt question" refers to using clues or hints to help children answer questions. For example, in a couple's garden, a child in a small class tried to draw on white paper with chalk, but nothing was drawn. The teacher found out and asked, "What's the difference between your painting and the children next to you?" Under the guidance of the teacher, the child observes the works of his peers and quickly dips the pen in gouache paint ... When the child can't fully understand the suggestive question, the teacher needs to use one or several "exploratory questions" to guide the child to find the answer to the question. If the child in the above example can't find out why his pen isn't drawn at the teacher's prompt, the teacher can ask, "What's the difference between your pen and other children's pens?" problem "Exploratory questions" also have the function of guiding children to clear their minds and give answers to questions more completely.

There are generally three steps in asking questions: asking questions; Waiting gives children space and time to think; Let the children answer the questions. The purpose of the teacher's question is to hope that the child will give a reasonable answer. To achieve this goal, teachers should give children a certain reaction time after asking questions, so that children can have time to think and even have appropriate discussions among their peers, thus encouraging high-level thinking. This can greatly improve the enthusiasm of children to participate in problem thinking and the correct rate of answering questions. Research shows that the waiting time between the teacher's question and the child's answer should be at least 3 seconds. In addition, the waiting time is related to the complexity of the problem and the familiarity of the child with the problem. For complex and unfamiliar problems, the waiting time can be increased accordingly.

Second, the problem should be the key to provide the structure and guidance of teaching activities.

In the process of designing a specific teaching activity, key issues should be written in. Teachers should ensure that each specific teaching activity goal has at least one key question, and then put forward some temporary questions on the basis of children's reaction. These temporary problems deepen and supplement the key issues, and the two complement each other.

The following is an analysis of the art appreciation activities of the famous painting Blind Girl. Teachers have set two teaching goals for this activity: they can speak out their feelings about the work boldly and appreciate the beauty of natural scenery in the picture; Can feel the inner silence of the blind girl, feel the beauty of nature, and sympathize with the situation of the blind girl. The teacher designed the following questions around the goal: "What do you see?" "How do you feel after seeing these scenic spots?" "Who is the man in the photo? What are the two of them doing sitting here? " "Blind sister can feel the beautiful scenery around? Where did you see it? " "What do you think of this painting?" Through these problems, teachers can effectively show their goals in activities, and the solution of these problems means the effective realization of the goals. When the teacher puts forward "?" Who is the man on the screen? What are they doing sitting here? Later, some children said, "They are sitting in the mud in rags ... teachers may ask such questions:" Why are they dressed in rags? " ""Why did they come here? "Temporary problems, such as guiding children to think deeply about the connotation of the picture. Examination collection and arrangement

Third, ask questions logically and deepen children's reaction.

Logical and orderly questioning helps children think and explore in relationships. In teaching activities, teachers should fully consider children's original foundation, original ability, the theme and goal of educational activities, and ask questions with well-designed activity procedures, so that the questions can be unfolded in a certain logical order. Take the art appreciation activity "Whales in the Woods" (Jimmy's work) as an example. After showing the work, the teacher asked, "What's in the painting?" "Where is it?" "What kind of feeling does this painting give you? ~ What's the difference between this painting and what you usually see? Is this painting pregnant? " "Uncle Jimmy specializes in painting strange things. The elephant he painted can fly into the sky. The little whale stayed in the sea for a long time and wanted to come out to play. Where do you want to take it to play? " Wait a minute. Some questions. The logical order of these questions can effectively guide children to appreciate works. In the teaching scene, the teacher's questions naturally help children to expand their bold imagination: "I want to take it to play with birds." "I want to take it to the playground." "Take it to play with the clouds." "Take it to the kindergarten." Wait a minute. Children will naturally leave a very naive imagination beyond reality in their works. If the teacher is a child, through such questions as "Can the baby whale go to heaven to play?" "How can a little whale go to the sky to play?" And other issues, so that children can make a realistic interpretation of their own imagination, thus guiding children's imagination to be based on reality.