How can teachers ask questions effectively?

So Xiao Mingcan answered you?

Your question will be effective

Let questions become children's favorite dishes.

Huang Cuiping

The online buzzword "This is not my dish" vividly reflects people's specific needs in the spiritual field. In kindergarten education and teaching activities, the questions thrown by teachers are successful and effective if they can make children yearn for them like their favorite dishes.

Suhomlinski said: "There is a deep-rooted need in people's hearts-they always want to feel that they are discoverers, researchers and explorers. In children's spiritual world, this need is particularly strong, but if we don't provide nourishment for this need, that is, we don't take the initiative to contact facts and phenomena and lack the fun of understanding, this need will gradually disappear and the interest in learning will be extinguished. " Our task is to provide nourishment for children's inner needs, let children actively contact with facts and phenomena, stimulate their interest in understanding, and light the lamp of knowledge in their hearts. However, limited by ability and experience, children will inevitably encounter various difficulties in the process of exploring the unknown. The teacher's duty is to provide crutches for the children. Wonderful questions are the engine to induce children's thinking, just like a crutch with the right length, which can smoothly open the door to children's hearts, help children trigger cognitive conflicts, and continuously improve teaching efficiency and emotional interaction between teachers and students.

Open-ended questions cultivate children's divergent thinking

After each question is raised, don't pursue simple and correct answers. The value of open questions is far greater than that of closed questions. Vygotsky's scaffolding theory tells us that when children feel difficult or helpless to explore activities or problems, teachers can use the crutch of "asking questions" to divide the learning task into several manageable links, which can attract children's attention to the particularity of the links. For example, in a survey about the legal world in children's eyes, Teacher Yang designed several questions: "Teacher Yang's husband was once caught by the police riding a motorcycle without wearing a helmet. What kind of punishment do you think he should receive? " A child immediately raised his hand and replied, "Pull it out and shoot it! Isn't that what the police film on TV said? Besides, you can't open the back door, not even Mr. Yang's husband. " Teacher Yang pretended to be sad after listening: "Shoot him, what if Teacher Yang doesn't have a husband?" Another child was full of sympathy: "fine 1000 yuan." "Or go to jail for 200 years." At this time, a child from the countryside replied, "Just punish him for farming in the countryside for five years." From the children's hilarious answers, we can see that their existing legal concepts have a great relationship with their age characteristics, cognitive level, family education and social influence, which further highlights the importance of early legal concept education. When the teacher told the children the traffic law that "riding a motorcycle without wearing a helmet will punish 50 yuan", the children had a special memory of this figure. Teacher Yang then asked, "What bad guys should the police uncle catch?" Children think that the following people should be arrested: thieves, biting people, murderers, arsonists, drug dealers, poisoners, robbers, beaters, liars, masked men, people who turn people into sellers, Japanese devils, people who drown people with water, people who don't care about the environment, people who don't obey traffic rules, people who catch pandas, and people who sell unclean things to others. However, after careful analysis, we can see that most of the above acts are also criminal acts that should be punished in China's criminal law, which shows that children have basic legal knowledge and superficial understanding of the role of law in protecting individual life, personal safety, property safety and ecological environment.

Specific questions make children operable.

The most common mistake made by teachers is that the questions they ask confuse the children. For example, in the scientific activity of "All kinds of weather", teachers let children watch videos to understand the weather around the world and ask questions to them one by one. Its value lies in letting children pay attention to the typical characteristics of weather everywhere with questions. But the teacher suddenly changed the subject and asked, "What kind of weather do you like best? Why? " This question surprised the children. Wind, frost, rain and snow, rain or shine, are natural phenomena. What is the significance of the teacher's hope that children can choose? Do you want your child to answer that he likes rain and hates sunny days? Isn't this misleading children? The correct attitude is to conform to nature and be happy every day.

Rhetorical questions cultivate children's questioning ability.

Schopenhauer said that we should seriously follow the laws of nature to educate our children. The way to build a concept in a child's mind is to let the child observe it himself, or at least test it in the same way, so that the child can have his own ideas. When the child's ability is improved, the teacher enters the scaffolding dismantling stage and uses rhetorical questions to cultivate the child's questioning ability. For example, at the end of the "All Weather" science activity, you can ask, "Is there any question you can't understand after watching these videos? Let's discuss it together. " This link can be used in most inquiry activities, because cultivating children's ability to dare to question is gradually formed in various activities. At this time, a child stood up and asked, "Teacher, here are the weather forecasts for Beijing, Shanghai, Nanjing, the United States and France. Why didn't you see the weather forecast of Jiangyan? " As soon as this was said, a child immediately echoed: "Yes, I didn't watch the weather forecast of Louzhuang." Behind this question, it reflects the ability of children to question boldly, and also shows the deficiency of teachers in arranging the course content. Only what happens around children can cause them to sing. Therefore, the teacher quickly adjusted the direction, immediately took the children to search the weather forecast of Jiangyan and various towns from the Internet, and entered the generation course of "I am a weatherman in Jiangyan". At this time, children's exploration of weather conditions has entered the stage of spontaneous inquiry.

For children, every question is an opportunity and an exit to open their minds. To help children solve problems, the first thing is to find out the value of their own problems to children, and to guide children to question them boldly. If teachers arbitrarily deny or even suppress or despise children's problems, they are all escaping. An evasive attitude will lead children to the wasteland of problems, and they will no longer be willing to explore actively. Only by acknowledging children's problems can we explore the law of children's psychological development and provide a basis for the next action. Therefore, in the process of education and teaching, when designing questions, teachers must ask the value behind the questions, so that every question is full of temptation for children and becomes a favorite dish for children. (Author: No.2 Experimental Kindergarten, Jiangyan District, Taizhou City, Jiangsu Province)

The teacher will ask before the children learn.

Yangyujuan road

In the field of language teaching, teachers' questioning mode is quite serious. Most teachers simply ask questions, and children can get answers without thinking and processing, so they can't improve on the basis of their original experience. In order to make teachers' questions more effective, I have achieved "three changes" in teaching.

Turn selective questions into open questions.

In teaching activities, many teachers often habitually ask questions such as "good", "yes" and "right". Influenced by their age and language development, children only pay attention to the following questions and always answer "yes", "yes" and "good". Such questions make children blurt out without thinking. In order to avoid this situation, we should first guide teachers to get rid of bad questioning habits, dig deep into teaching materials according to teaching objectives, key points and difficulties, and stimulate children's enthusiasm for learning and participation by designing valuable questions.

For example, in the story of Hua, the introduction part throws a question: "What kind of person do you think Hua is?" The child's answer is very rich: "I grow flowers, I sell flowers, and I like flowers." Teachers should not only provide children with an environment to speak, but also satisfy their wishes. Under such an argument, the teachers naturally turned to the next link: "Then let's listen to the story and listen to what kind of person Grandma Hua is?" In this case, children are eager to know what Hua does, and listening to stories with their own concerns will often get twice the result with half the effort

The transition from preset problem to generated problem

In kindergarten language teaching, we tend to set three-dimensional goals: knowledge goals, skills goals and emotional goals. In the past kindergarten classroom teaching, there was a phenomenon of attaching importance to knowledge and skills and ignoring emotional goals, which is the essence of a teaching activity and needs to be improved. In daily teaching activities, only by paying attention to the generation of children can teaching activities shine. For example, in the story "The Radish is Back", the generating question we designed is "How do you think good friends should get along?" Only in this way can children integrate existing experiences and construct new ones in the process of sharing with their peers. At the same time, cultivate children's coherent speaking ability. It is important for children to know how to get along with friends in real life through such a question, so as to achieve the emotional goal of the story well. For example, the story of "the mouse married the bride" makes children understand that everything is complementary. The wind blew away the clouds, which covered the sun and the wall blocked the wind. If you simply let your children remember this story, you will achieve your knowledge goal. In order to let children know the profound philosophy contained in the story, you need the teacher to design questions to guide you. "Who do you think is the strongest groom in the world?" According to your initial understanding, no matter what answer you give, there will be something stronger than him. In the constant cycle, children finally understand a truth: there is nothing strongest in the world.