期刊论文

The Realistic Dilemma and Attribution Analysis of Teachers' Questioning in Children's Science Education -- Based on the field visit of Hunan Liuyang G Kindergarten

中文

青海师范大学学报(哲学社会科学版)

1000-5102

2019

41

5

157-164

10.16229/j.cnki.issn1000-5102.2019.05.027

2018年湖南省教育厅科学研究项目重点课题“基于卓越教师培养的教师教育品质保证制度研究”(18A337).

本校为第一机构

教师提问是幼儿园集体教学不可或缺的一部分,是实现教师与幼儿双向互动的重要途径。现实中幼儿教师提问存在以下困境:教师提问的水平低,难以激发幼儿高水平的思考;提问的形式单一,幼儿的话语权被忽视;提问的内容封闭,教师圈定了幼儿的回答与反应;教师应答的方式单调,不利于培养幼儿的创造性。归因分析发现:教师幼儿观不合理,未能蹲身进入孩子的世界;教师教学观陈旧,没有尊重幼儿的主体性及发展需要;教师缺乏对话艺术,阻碍了师幼之间的良性互动;教师的教学能力不足,难以掌控提问的方向和深浅度。幼儿园科学教育活动中高质量的教师提问,可以启发幼儿的思维,激发幼儿的学习兴趣,促进双方在对话中的...

Teacher questioning is an indispensable part of kindergarten collective teaching, and it is an important way to realize the two-way interaction between teacher and children. In reality, the questioning of the children's teachers have the following dilemmas: the level of teachers' questions is low, it is difficult to stimulate children's high-level thinking;the form of questions is single, the children's right to speak is ignored;the content of the questions is closed, and the teachers have set the answers and responses of the children;the mode of teacher's response is monotonous and it is not ...