First, what is an effective question? In kindergarten education, how to ask questions effectively is a headache for every kindergarten teacher. Personally, when asking questions to children, we should do the following: (1) enlightening: that is, questions can give children direction and let them understand the general direction of the questions. (2) Hierarchy: that is, the questions raised should go from the shallow to the deep, and cannot be done overnight. (3) Interest: Questions asked to children must be able to stimulate children's interest. (4) Exploitability: that is, the questions raised can stimulate children's creative thinking. Second, the problems existing in the classroom questioning of kindergarten teachers (1) The questions raised have not been carefully prepared before class, and some teachers are more casual. In the process of preparing lessons, due to insufficient consideration and thinking, or unable to find more information, or random questions, the preparation is not sufficient. They don't ask questions to children according to the teaching requirements of this class, and the questions they ask are irrelevant, which makes children's thinking wander from the classroom teaching center. For example, in Chinese teaching activities in large classes, the theme of classroom teaching is "beautiful spring", and teachers should guide children to describe the beautiful scenery of spring. Teachers can start by asking children to describe the flowers and trees they see in spring. But the teacher asked at the beginning, "What do you want to do most with such a beautiful scenery? Let's talk about it? " Then let the children raise their hands to speak. This is a good question, which can help children deepen their understanding of the beautiful scenery. However, because it was not put forward at the right time, it was too casual and had no good effect. (2) The questioning language is poor and not vivid, which can't arouse children's enthusiasm. Children like fresh, attractive and enlightening questions. But some teachers' questions are like a cup of boiled water, which makes children not interested in answering questions. In this way, many children are unwilling or afraid to answer questions, and the classroom atmosphere is monotonous. Therefore, teachers should use vivid language, appropriate tone and even body language to attract children's attention. The questions are enlightening and the language is vivid. For example, in a large class mathematics teaching activity, the teacher taught the children to learn the composition of 7, and the teacher always used: "How many can 7 be divided into?" Such questions are for children. Language is boring and monotonous. Asking questions over and over again makes children feel more and more bored and bored, and they are not motivated. They slowly began to lose their attention and become distracted. It is precisely because the teacher's questions are too boring to attract children, which leads to bad consequences and affects the teaching effect. (3) If the content of the problem is not fully considered, the problem will not be guided and controlled. This often happens in teaching: first, the child is very enthusiastic about answering questions and won't let him talk; Second, children don't know how to answer questions and how to think. After the teacher asked questions, the children talked nonsense, and the classroom was lively and chaotic. The above two situations make some teachers at a loss, resulting in the next link of teaching can not be carried out. For example, the science activity class in the big class talked about pandas, but the teacher asked, "What animals do you like?" Because there are many pets in the class, most children have a strong interest in this problem, and the atmosphere in the classroom immediately becomes active. In this case, the teacher has no experience to control, but only communicates with some children sitting in the front row close to him, and the classroom becomes chaotic and uncontrollable. (d) The question does not take into account the age characteristics of the child and does not conform to the actual situation of the child. For different age groups, the requirements for asking questions are different. Teachers should start from the actual situation of children and put forward specific questions for small classes. Ask small questions one by one, and don't ask several questions in a row. Don't ask too simple questions in large classes, you can ask some slightly deeper, general and diverse questions, and middle-class children should be moderate. For example, the big class origami activity class-"The Changing Tree". The teacher first took out a piece of paper with a picture of a tree and said to the children, "Look, what is this?" The child replied, "A tree". The teacher said, "Good. Now the teacher will do magic for everyone. " So I opened the paper, "Wow"-in the cheers of the children, the author found that the trees on the paper became taller. At first, I saw folded paper, but now it is all unfolded, so it is taller. Then the teacher showed the children several times and asked, "Do you know why trees get taller? Please tell me the children who know? " . As soon as this question comes out, many children are eager to try, but due to the limitation of knowledge structure, few children get it right. And teachers can't express it in a language that children can easily understand. Therefore, we can only say that this question is unrealistic. Finally, the teacher can only use words like "Fold with me", "Fold like this" and "No, watch me fold again" to teach children how to fold paper, which wastes a lot of teaching time. 3. Constructive countermeasures to solve problems (1) Pay attention to the characteristics of questions 1. Children are a very special group. Because of their knowledge structure and thinking ability, they can't think about a problem in many ways and deeply, and can't grasp the connotation of the problem well. Therefore, teachers should ask questions according to the age characteristics of children, and the difficulty of the questions should be appropriate for children to accept. For example, in music teaching activities, let children enjoy the March of the Lion King. After the activity, the teacher asked, "How does this song express the mood of the lion king?" However, without such detailed situational experience, it is difficult for children to answer such questions. They should change a question that children can understand: "Do you know what the Lion King is feeling after enjoying this song?" Are you happy? Still sad? "This kind of question is in line with the age of the child and will make it easy for the child to understand and answer. 2. The expression of the problem should be clear, and there should be no doubt. In the teaching process, the teacher should ask specific questions for the children to answer. Because children are inexperienced and many concepts are not very clear, it is easy to mislead children, make unnecessary mistakes, waste classroom time and delay the completion of teaching objectives by asking vague questions. For example, in scientific activities, the teacher asked the children, "Who laid the eggs?" So the children talked about the names of all the animals that can lay eggs. Obviously, this question puzzled the children and the answer was unexpected. So the teacher asked, "Is the rooster lay eggs or the hen laying eggs? "This kind of question is much clearer. It is easy for children to make choices and tell the answer: hens can lay eggs. 3. Ask questions systematically, and teachers should not be in disorder. Teachers can arrange questions in a reasonable order of difficulty according to specific purposes. General cognitive questions come first, comprehension questions come second, and creative questions come last. This not only reflects the teacher's guidance from the shallow to the deep, but also provides a "scaffold" for children's active and creative learning. For example, poetry teaching "Home". The teacher first asked a cognitive question: "Today, the teacher brought a beautiful picture. Let's see what's in the picture. "(answer: sky, trees, rivers, flowers); The second is to ask an understandable question: "What is the sky like? How do trees grow? What is this river like? "and so on; Finally, ask the creative question: "Who owns the blue sky, the dense forest and the Qinghe River? "Whose home is that?" Through this step-by-step questioning, the ultimate goal of teaching activities can be realized. 4. Questions should highlight the key points and difficulties, and cannot be generalized. In the teaching of stories, poems, etc. Teachers should first carefully analyze and find out the central idea to express, and then consider and design problems accordingly to make them valuable. Teaching focus refers to what children should master, so we should design repeated questions around the teaching focus, so that children can understand and master the focus, thus maintaining the order, continuity and stability of thinking. As for the difficulty of teaching, it is more difficult for children to learn and master the content, so teachers should ask more questions and guide them patiently so that children can understand and master what they have learned slowly. For example, the story "Three Monks" is mainly to educate children to be hardworking, active, not lazy and not interdependent, so we should focus on the following questions to inspire children to think: How did the temple catch fire? What were the three monks thinking after the fire? What they should do and so on. Such questions can inspire thinking, reveal key points and educate children. This kind of question should belong to a higher level, and should focus on cultivating children's analytical ability and creative ability on the basis of their understanding of the content. (2) Pay attention to choosing the appropriate question type 1. Descriptive question: Let children observe and describe things carefully. For example, after showing a picture of an elephant, you can ask the child, "What does an elephant's nose look like?" Then let the children describe the elephant's nose. 2. Comparative questioning: that is, to inspire children to compare the similarities and differences of things. For example, after showing pictures of lions and tigers, you can ask your child, "What's the difference between lions and tigers?" This can make children open their minds and observe two kinds of animals carefully. 3. Classification problem: that is, the problem of inspiring and training children to think with concepts, such as showing children some pictures of typical animals for children to observe.