Questioning is a basic teaching behavior of preschool teachers in teaching activities, an important way of teacher-child interaction and an important means to realize effective teaching. Picture books attract children's interest because of their rich and exquisite colors and composition and interesting story lines. They are recognized as children's favorite books in the 2 1 century, which have many influences on children's development and need to be further explored.
Children are in a period of rapid physical and mental development and need the correct guidance and education of teachers, so teachers' questions are particularly important in kindergarten picture book teaching. High-quality teachers' questioning can not only stimulate children's interest in learning, help them understand the content of stories, explore hidden clues to enrich stories, inspire children's thinking and promote the development of imagination and innovative thinking, but also help teachers improve their teaching ability, realize professional development and further realize effective teaching.
The author selected X kindergarten 10 middle class teachers in Yanji City to collect the data of teachers' questions in picture book teaching, and * * * collected 50 activity cases, including 2494 teachers' questions. Through the statistical arrangement of the data, this paper analyzes the overall situation of teachers' questioning and the differences of teachers' questioning in different groups.
Draw the following conclusions:
1. Teachers' questions are in a closed state of asking and answering, and the types of questions asked by teachers tend to be low-level; The object of questioning is biased and ignores the individual children; Short waiting time; The way of answering questions is single and general, and the lack of questions has a negative impact on promoting the benign interaction between teachers and children and the healthy development of children.
2. Teachers' educational background, major and teaching experience have certain influence on teachers' questioning in kindergarten picture book teaching. On the whole, teachers with high academic qualifications, strong professionalism and long teaching experience are better than teachers with low academic qualifications, non-pre-school majors and short teaching experience, and there are obvious differences among different groups in minority dimensions.
3. Through interviews and practical observation, it is found that the main factors affecting teachers' questioning are: teachers' own lack of understanding of the role of questioning, teaching experience to be enriched, and teachers' insufficient attention to reflection and children's understanding; Kindergarten lies in the shortage of teaching resources, lack of guidance in teaching and research activities, and lack of relevant training opportunities, among which teachers' own factors are the main factors.
Therefore, the author puts forward some suggestions for improvement from the perspective of teachers and kindergartens, and puts forward some suggestions from the perspective of teachers themselves, such as reasonable distribution of questions, taking into account collective and individual questions, appropriate adjustment of waiting time and specific and effective answering methods. From the kindergarten, this paper puts forward some suggestions, such as establishing an open picture book teaching resource library, carrying out effective kindergarten-based teaching and research activities, and providing diversified training and learning opportunities.