What kind of questions and responses make teacher child interaction more effective?

How to interact, how you want to interact.

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Questioning is often a teaching strategy used by teachers. Let them understand the situation of some students in the question, so that they can better teach and better prescribe the right medicine, so that most students can integrate into the class, so that most students can understand and understand. In recent years, from domestic to foreign education platforms at all levels, from kindergarten to university, the observation of teachers' classroom teaching questioning behavior has consistently shown that teachers' questioning is a very common and commonly used teaching behavior at all levels of education.

How kindergarten teachers can ask questions effectively.

According to the age characteristics of children and the law of language cognitive development, starting from the actual content of the activity, close to the children's life experience and understanding level, and stimulating the children's desire to express and think, teachers must do it when designing problems. Nursery children have a strong sense of intuitive thinking, and they usually think based on the intuitive pictures in the pictures. Therefore, the questions designed for kindergarten children should be simple and specific, starting from the details, so as to arouse children's experience association and discussion.

For example, in the activity "Gift" in the Nursery class picture storytelling activity, the teacher asks the question, "Have you ever been sick?" How does it feel to be sick?

Then show ** to guide children to observe the expression, posture and background (hospital) of the monkey, so that the children can get the corresponding feelings, help the children to experience the monkey's sick, depressed, sad mood, and encourage the children to find a way to help the monkey happy, forget the pain, so as to lead the animals to also give gifts, inspire the children to observe what the animals give, inspire the children to guess what the animals said. Kindergarten children should tell and enrich the corresponding storyline in an orderly manner on the basis of "central speaking" in the small class, so they should pay attention to the purpose when designing questions.

The so-called "questioning" refers to a series of hierarchical, step-by-step, and purposeful questions to stimulate imagination, guide thinking, and help children learn and understand better. Good questioning can mobilize children's enthusiasm for learning and give full play to children's thinking, imagination and creativity. "A good question is like a pebble thrown into calm water, which can arouse the waves of children's thinking."

1. Follow the cognitive rules of young children.

According to the cognitive level and psychological state of the child, the teacher scientifically designs a certain gradient of questions, not only to design a single question, but more importantly, to design a good question sequence, the question sequence has two basic forms, one is a progressive question series, the other is a gradual question series: start to put forward a more abstract and general question, in order to cause suspense and produce an overall impression, when the child can not answer correctly, and then gradually concretize, until the child makes a correct answer, the latter is used less in kindergarten teaching.

2. Consider the principle of teaching students according to their aptitude.

The questions in the collective teaching of the kindergarten should consider different levels of children and design different levels of questions. Difficult and flexible questions require children to recombine the information they have obtained to create answers, and children with strong ability to ask questions can help inspire the thinking of all children after thinking and answering. Basic and comprehensive questions are designed to reinforce the teaching effect, and the questions should be designed with intermediate ability children in mind, so as to attract the attention of most children and mobilize their enthusiasm. For children with relatively weak abilities, it is necessary to appropriately design some questions that are not difficult and can be answered after careful thinking, which can help these children recover their self-confidence and improve their interest in learning.

Third, it is necessary to enrich the mode of questioning.

Young children ask many "why" questions in their daily lives, but they rarely ask questions in teaching activities. This can not be done by the traditional questioning mode, and the questioning mode is enriched in the collective teaching activities, so that it can be diversified by using the teacher's question-child answer; Children's Questions-Teachers Answer; Trying, such as ask-answer. Diversified questioning methods are conducive to teachers and students to work together and stimulate each other, and in this process, children have more opportunities to ask questions, and their problem awareness and self-questioning ability are invisibly improved.

Fourth, we should pay attention to language arts.

When asking questions in group teaching activities, children answer questions based on the teacher's verbal questions. Therefore, the language of the teacher's questions is crucial. It should be accurate, rigorous, clear, concise, and easy to understand.

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