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Study on Questioning Behavior of Children 5-6 Years in Collective Teaching Activity

Author: ZhangLi
Tutor: CuiAiLin
School: Hebei University
Course: Pre-primary Education
Keywords: Children 5-6 Years Collective Teaching Activity Questioning Behavior
CLC: G612
Type: Master's thesis
Year: 2011
Downloads: 369
Quote: 2
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Abstract


Like asking is one of the characteristics of preschool children. Putting question is of special significance to preschool children. It is a approch in which children understanding of the world and Self-development; A manne in which children express themselves and emotion; Also a way of seeking help and communication. Encouraging children to put questions, which can cultivate preschool children inquiry and independent thinking ability, also can make cheeper good character, should be one of important goal of collective teaching activity. However, now putting questions condition of collective teaching activity is not optimistic, "classroom dummy" and "no problem child" became the appraisal of a lot of who educate to the preschool children in the teaching activity. As the high school, collective teaching activities is still teachers say and ask while students listen and answer.On the basis of modern teaching principles, this paper expounds four parts, the first part is the types of questions asked of preschool children and an overview of the formation of questions, which is primarily for the present study and factor analysis theory matting. The second part is a combination of survey data to analyze the status of child care questions, summary of questions in class children’s characteristics and existing problems. This study adopts investigation and interview to study on questioning behavior of children 5-6 years in collective teaching activity. The results showed that children 5-6 years does exist dare not to question, does not wish to question, and can’t question phenomenon. The third part is to analyze the factors that affect child care questions. Preschool children questioning not only including child cognitive processes implicit, but also the explicit acts of teacher-student interaction, so the main factors affect the preschool children question boils down to two aspects: one is based on personal preferences and level of knowledge within the individual-based child care factors, the other is based on teaching materials, teachers and the teaching environment external factors. A good personality needs the teacher’s cultivation, rich knowledge requires teacher’s teaching, excellent teaching materials needs teacher’s screening. So all measures on improving capacity of child care questions in the fourth part of this paper are proposed mainly from the teaching level. The researcher believe that on the base of understanding young children’s question and changing the basis of preschool questions view. Creating learning situation improve their problem consciousness, the correct guiding inspire children thinking, and exercise children’s language ability foster kids dared to ask quality is the effective way of improving preschool question ability.

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CLC: > Culture, science,education, sports > Education > Pre-school education, early childhood education > Teaching theories,teaching methods
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