| 刘笑彤.幼儿园集体教学活动中教师提问行为现状及其改进[J].陕西学前师范学院学报,2018,34(9):38-41 |
| 幼儿园集体教学活动中教师提问行为现状及其改进 |
| The Present Situation and Improvement of Teachers' Questionings Act in Collective Teaching Activities in Kindergartens |
| 投稿时间：2018-03-07 修订日期：2018-03-28 |
| DOI：10.11995/j.issn.2095-770X.2018.09.009 |
| 中文关键词: 幼儿 教师提问 核心经验 |
| 英文关键词: children teachers' questionings act core experience |
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| 中文摘要: |
| 提问行为是学前教师在幼儿园教学中常用的教学手段之一。为了解幼儿园集体教学活动中教师提问的现状，本文采用观察法和开放式访谈法对M幼儿园中的教师提问现象进行观察并记录，发现当前幼儿园集体教学中教师提问存在以下问题：内容低水平、封闭式；内容涉及社会和情感领域少；被选择提问的儿童针对性强；提问前后缺少等待时间；对幼儿回应方式无多元的要求。针对发现的问题，提出教师应在了解幼儿的前提下，结合幼儿认知发展水平、自身经验水平和教学内容来设计有效提问，使教师提问能真正的促进幼儿认知能力与社会交往，从而达到提问的目的。 |
| 英文摘要: |
| Asking questions act is one of the teaching methods used by preschool teachers in preschool.In order to understand the present situation of teachers asking questions during the collective teaching activities in kindergartens, this study uses the methods of observation and open interviews to study and observe the phenomenon of Teacher Questioning in M kindergarten.And the paper finds out the following problems in teacher questioning in current kindergartens: low level and enclosed content; the questions are less related to the social and emotional field; too much targeting on the questioned children; lack of waiting and thinking time for questions; no multiple requirements on children's responses.According to the existed problems, this paper puts forward the following suggestions: teachers should design effective questions with children's cognitive development level, teachers professional experience and the teaching content, with the priority of understanding children’s characteristics.In this way, the teacher questioning can really promote communication and social cognitive ability of children so as to achieve its purpose. |
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