How to ask questions to children effectively

Low cognitive level problems cause primary psychological activities and cognitive processes, such as recalling known knowledge, and it is easy to judge right or wrong answers. Advanced cognitive questioning causes children's advanced thinking process. When children answer such questions, they need to go beyond the information or memory knowledge given by perception and take advanced thinking activities such as comparison, comparison, application, analysis, synthesis or evaluation. For example, in the "tails are useful" activity, after the children matched their tails with animals, I asked, "What are the uses of these animals' tails? ""What if they lose their tails? " And other issues, so that children through comparison, application and imagination, gained relevant experience about the tail. Therefore, in the field of children's recent development, teachers should appropriately improve the cognitive level of questions and increase the number of questions with high cognitive level, which will help promote the development of children's thinking.

Good questioning skills should include all cognitive questions. Improving the cognitive level of problems does not mean denying the role of problems with low cognitive level. In fact, before asking advanced cognitive questions, it is often necessary to expand children's knowledge breadth through some low-level cognitive questions, so that children can have the relevant knowledge needed to solve complex cognitive problems. For example, in story teaching, naming a story is an advanced cognitive problem, which requires children to recall the story plot according to the teacher's low-level cognitive problem, and then analyze, summarize, create and imagine the core content before answering.

Second, use different types of questions as needed.

In teaching activities, teachers should design and appropriately use different types of questions according to the teaching content, children's existing knowledge, experience and reaction, so that the whole teaching activity is more in line with children's cognitive level and further promotes children's cognitive development. For example, in the activities of Bunny, when various animal tails appear on the multimedia computer, I ask, "Whose tail is this? Why? " Before the next animal image appeared, I asked, "Guess who else will come?" Grasping the factors that are beneficial to children's imagination in the works, asking questions to children, guiding children to think positively and expand their imagination, letting children get rid of the original plot bondage of literary works temporarily, and answering questions from multiple angles according to their own life experience and reasonable imagination is conducive to improving children's fluency, agility and flexibility, giving full play to the functions of teaching materials and promoting children's individualized development. This is a question that triggers a multi-angle answer.

In order to help children correctly understand the images of truth, goodness, beauty or falsehood, evil or ugliness in their works, and to inspire children to imagine themselves as characters in their works, and to experience their behaviors and psychological processes in an empathetic way, it is conducive to children's independent understanding and mastery of their works. I asked the children, "Rabbit, what do you want to do to get rid of the fox?" This question makes the child immediately enter the role, and his thinking suddenly becomes active. Some said "stone him" and others said "scald him with boiling water", which fully mobilized the children's learning initiative. This is an enlightening question.

While appreciating the poem "Spring Breeze", I asked: "Spring Breeze is blowing, what changes have taken place in our surrounding environment?" The whole class fell silent. I quickly changed a way of asking questions, that is, concretizing and narrowing the question and asking, "Spring is here, how is the willow?" "What happened to peach trees and grass?" "What's the difference between children's wear?" ..... This time, the classroom immediately came alive, and everyone talked about many changes in spring. This is a chain question. Divide a difficult question into several small questions and ask them step by step, so that children can understand the composition of the questions and find the final answer.

For another example, in the activity of "tails are more useful", I asked, "If you change the tails of small animals, what kind of small animals would you like to help change their tails? Why? " My original intention was to spread children's thinking, but because the problem was too difficult for small class children, the children all said, "You can't change your tail." Therefore, in the teaching process, teachers should prevent questions from being vague, too difficult, too biased or too simple; Ask, think, answer and get, which will inspire children to think, develop their ideas and develop associations.

Third, highlight the key points and give appropriate waiting time.

In teaching activities, some questions raised by teachers are core questions, and some are not. Key problems often play the role of bringing teaching activities to a climax, maximizing children's learning and inquiry activities, solving problems, and making it possible for children's cognitive process to make a qualitative leap. Therefore, teachers should think and try to highlight key issues in teaching. To this end, teachers should be good at analyzing and excavating the most valuable content in the teaching content for children's development, designing key questions, and ensuring the time for children to respond, so as to enhance the effect of asking questions.

Fourthly, teachers should attach importance to the development of response skills.

There are two ways for teachers to deal with children's answers: responding and not responding. Response is a way for teachers to deal with children's answers. Questioning itself is a process of teacher-student interaction: the teacher asks questions-the child answers-the teacher gives feedback, and the teacher's response is only one of the indicators reflecting the teacher-student interaction. The mistake that our teachers often make is to ask and answer questions habitually. This bad habit trains children to only grasp the "repeated" problem, without paying serious or intuitive attention to the first appearance of the problem.

How to catch the ball thrown by the child? How can teachers improve children's experience according to their answers?

1, the teacher can further ask some exploratory questions according to the children's answers. Such as: why? Why do you think so? , causing children a higher level of cognitive processing. For example, the teacher asked, "What are some ways to cool yourself in summer?" Some children replied, "Calm mind is naturally cool", and the teacher paused to answer, "Oh", and then turned to other children. Teachers control the answers to questions in order to complete the scheduled class process. The result is that you can only hear the teacher's point of view in class, but you can't hear the child's point of view, and the child doesn't know whether his answer is right or wrong. This will belittle the value of children, dampen their enthusiasm, and turn classroom questions into a tool for teachers to control classroom discussions. I think if the teacher catches the ball thrown by the child in time, he will ask further questions: "What is the natural coolness of the mind?" .

2. By asking questions, let the children further elaborate their views, so as to correct and supplement incorrect and imperfect answers. You mean ...?

3. Teachers can also summarize children's answers, so that children's existing experience can be sorted out, promoted and systematized, and used as teaching resources, so that each child can share his own experience from the answers of peers, and improve teaching efficiency and quality. For example, in the game sharing activity, after the child playing the doctor bandaged the wound and put the splint on the patient, the teacher asked, "Why did you put the splint on him?" The child replied, "Can this make his bones grow well?" The teacher continued to ask, "What should I pay attention to when I go home?" The child replied: "No bath", "Why?" Answer: "Because the wound can't get water, it can prevent inflammation." This series of questions allows each child to share his experience from the answers of his peers. I believe that in the next doctor game, children will integrate their own experience into the game and accumulate relevant experience.