幼儿园集体教学中教师提问的现状及其改进

发布时间：2018-01-29 04:31

本文关键词： 幼儿园教学集体教学教师提问　出处：《学前教育研究》2011年02期 　论文类型：期刊论文

【摘要】：本研究对观察记录的26个集体教学活动中来自教师的1453个提问进行分析,发现当前集体教学中,教师的提问多限于低水平的认知类问题,其主要目的是传授知识和技能;教师的提问通常不能面向全体幼儿,有20%左右的幼儿从来未被教师提问,教师更倾向对能力较强、性格活泼的幼儿提问;在提出问题后,教师虽有等候意识,但实际给予幼儿思考的时间都十分短暂,通常在1秒左右;幼儿的回答方式以个别作答、集体齐答、自由回答为主,而少有讨论后汇报的方式;当幼儿回答正确时,教师会表层化地追问,而当幼儿回答不正确、不完整或未回答时,教师多采用重述、简单否定、自己代答等方式;教师提问的有效性普遍不高,要么不能引导幼儿思维,要么不能抓住关键问题,要么与幼儿经验不符。为改变这种低效或无效的提问现状,教师需要根据教学内容、幼儿已有经验水平、幼儿发展的兴趣与需要精心设计提问,全面考虑问题的类型与难度、给予幼儿思考的时间、允许幼儿回答的方式以及教师自己的应答方式,使提问真正发挥促进幼儿思维与发展的作用,提高整个教学活动设计与实施的水平。
[Abstract]:1453 from the teachers' questions in this study to observe the record of the 26 collective teaching activities for the analysis, found that the current collective teaching, the teachers' questions are limited to the cognitive problems of low level, its main purpose is to impart knowledge and skills; teacher's questions are not open to all children, about 20% of the children had never by asking questions of teachers, teachers tend to ability, children's lively personality questions; in questions, teachers have to wait for awareness, but actually to give children time to think are very short, usually in about one second; young children's answer to the individual answer, answer answer together, free, and fewer discuss and report the way; when the child's answer is correct, the teacher will surface to ask, when the child's answer is incorrect, incomplete or not answer when the teacher uses the restatement, simple negation, their answer etc.; Generally not high effective teacher questioning, either can not guide children's thinking, or can not seize the key issues, either and children experience inconsistent. To change this situation by inefficient or ineffective, need teachers according to the teaching content of children's experience level, the development of children's interest and need to be carefully designed questions, to fully consider the type and degree of difficulty the problem, to give children time to think, response mode allows children to answer and teachers themselves, to promote children's thinking and questioning really play a role in development, improve the design and implementation of the teaching activity level.

【作者单位】：浙江师范大学杭州幼儿师范学院;
【基金】：教育部2010年度人文社会科学研究一般项目“幼儿园集体教学活动有效性研究”(项目编号:10YJA880131)的阶段性研究成果
【分类号】：G612
【正文快照】： 一、问题提出提问是教学活动中最直接、最常用的一种师幼互动交流方式。在当前我国幼儿园教学中,教师提问仍然是教学活动中重要的教学环节。教师提问的质量直接影响幼儿对活动的兴趣,也直接关系到教学活动的效果。本研究希望通过现场观察记录,在客观分析当前幼儿园集体教学活

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