First, ask questions.
From the comparison between domestic and foreign students, we can see that China students are good at answering questions, while foreign students are better at asking questions, which is the essential difference between innovative thinking and innovative spirit.
Children's questions often include his observation of objective things and exploration of various connections between things, including children's certain thinking, imagination, analysis and judgment abilities. When a child conflicts with the original experience in the process of transmitting experience, the child will question "why?" "How did this happen?" And so on, and the solution of these problems will often further expand and extend the old experience and produce new experiences. It can be seen that questioning is not only the operation process of children's thinking, but also the process of convergence and accumulation of old and new experiences, and it is also the process of finding problems.
How can we develop children's language and cognitive ability, so that children dare to ask, be willing to ask, and be good at asking? This is a research direction worthy of our further practice.
Picture book reading: Picture books are not illustrated books written for children in general. Picture book is the art of telling a story with pictures and words, expressing a specific emotion and theme, and telling the story through the interaction between pictures and words. Picture book reading advocates children's independent reading, supplemented by teacher's guidance, student-student interaction and teacher-student interaction, so we must keep our hands on the book and our eyes on the picture, so as to draw words and make up pictures with words. The charm lies in that picture books conform to children's thinking characteristics and can stimulate children's reading interest. Beautiful pictures and rich connotations can cultivate children's beauty. Picture books can activate children's imagination and help cultivate their creativity. The picture book will also reserve a lot of imagination space for children, so that children can develop rich associations with stories and design the language and actions of the characters in the book according to the overall artistic conception of the picture book. Some details in the picture will also make children have rich associations and expand and extend the story. Under the condition of zero pressure, children are curious and excited to integrate into the story situation of picture books, and through meaningful questioning and guidance, they can cultivate their logical thinking, predictive reasoning ability and language ability of listening, speaking, reading and writing.
Questioning ability: Questioning is a form of students' classroom participation. For children, it is a language exchange activity in the classroom, a manifestation of children's autonomous learning, a way of children's cooperative learning, and a process of training their critical thinking and cultivating their innovative thinking. Children's questioning ability often includes the ability to observe objective things and the ability to explore various relationships between things, such as reasoning, imagination, analysis and judgment. When a child conflicts with the original experience in the process of transmitting experience, the child will question "Why? How did this happen? " And other issues, which requires children to be able to ask questions and have certain language skills.
Second, the significance of the study
(A) to confirm the theory
Einstein said: "It is more important to ask questions than to solve a problem! Because solving a problem may be just a skill, it takes creative imagination to put forward new problems, new possibilities and look at old problems from a new perspective, which marks the real progress of science! " ,
The guide "Learning and Development of Children Aged 3-6" points out that children in large classes are in the curious stage, and they often ask some novel and interesting questions. They are eager to get answers, recognition and a sense of * * * from adults' responses. In the process of questioning and questioning, children's language expression ability has been developed and their thinking has become more and more active.
(2) Cultivate problem awareness and stimulate thinking.
Picture book is a kind of picture book suitable for children to read, which contains rich emotions, aesthetics and philosophy of life, covering almost all aspects of children's life and growth. Reading picture books as a carrier can arouse children's doubts, which can highlight children's personality, stimulate children's imagination and enrich children's emotions, thus guiding children to taste the profound connotation and endless interest of picture books.
(C) to promote the improvement of teachers' professional ability
To cultivate children's questioning ability, we must first have a full understanding of children's language and cognitive ability, which also requires teachers to observe children's behavior and interpret children's language. Children often ask questions that adults find "funny" or "boring" because of the limitation of the development of logical thinking ability. How to respect children's ideas and guide children to ask quality questions is a challenge to teachers' coping strategies and an important symbol of equality between teachers and children. Therefore, promoting the interactive growth of teachers and children is in line with the educational concept of "people-oriented" under the current situation.
Third, the research steps
On June 20 13, I applied for the topic "Practical research on cultivating the questioning ability of large class children with picture book reading as the carrier" as the topic of Xuhui District Education Association. Over the past year, with the help of the platform of Shanghai famous teacher base and under the guidance of teachers, I have studied the teaching strategies of picture books in situational reading design, actively created an environment for children to ask questions, and constantly tried teaching strategies that can stimulate children's interest in asking questions and improve their quality.
(A) Research direction
Through the study of picture book reading class in large classes, this paper explores the strategies and methods for teachers to guide children to ask questions, helps children develop the habit of asking questions after reading, and promotes the development of children's language and cognitive ability through asking questions.
(2) Research content
The present situation and comparative analysis of 1 and large class children's questioning ability. Questionnaire survey: the representation level of children's questioning ability in large classes; Factors affecting the development of children's questioning ability in large classes.
2. Study on the picture book reading class to promote the big class children to ask questions. Design picture book teaching activities and apply teaching strategies in practical activities. Through the comparison of parallel classes, the development of children's observation ability, thinking ability and language expression ability is analyzed.
3. Research on the teaching strategies to improve the questioning ability of large class children.
(3) Research methods
1. Literature method: In the preparation stage, I consulted books and documents on preschool education, children's language development and early education, studied Ausubel's theory of motivation for learning achievement, and made clear the connotation of the questioning ability of large-class children and the concept and significance of picture book reading activities, which laid a professional theoretical foundation for this study.
2. Action research method: In the implementation stage, based on Shanghai Yingcaiyun famous teacher base, I participated in the monthly practical class discussion activities and actively participated in the design and practice of picture book teaching activities. Language activities based on picture book teaching are carried out in the park, and activities to improve children's questioning ability are designed through different teaching links.
3. Comparative research method: In the implementation and summary stage, the observation, thinking and language expression abilities of children in the control class were investigated and analyzed by using the method of comparative research in parallel classes, and the scientific and persuasive nature of the topic was enhanced through the statistical results of data, and the experience summary was written.
(4) Research process: (2013,7-2014,9)
1. In the preparatory stage (20 13, 7-20 13, 9), the research status of children's questioning ability development at home and abroad was collected, the investigation content was determined according to related concepts, and various picture books were selected as the investigation tools. In order to study the level of questioning ability of kindergarten children, two large classes with 32 students in each class were established as control classes.
L determine the sample of the experimental class
There are six large classes in my garden. How to choose two classes with relatively close questioning ability is the premise of comparative study. I used the method of cluster sampling to evaluate the initial questioning ability of six large classes. According to the requirements of this topic, this paper analyzes the problems raised by children in large classes when reading picture books, and selects three representative items as the contents of observation and evaluation:
1, the number of questions asked by the whole class when reading the picture book collectively.
2. Observe the enthusiasm of the whole class to ask questions after the picture book.
3. Understand the quality of class questioning after the picture book plot.
After further clarifying the evaluation indexes of these three contents, the classification standard was put forward and the investigation was started. Through the evaluation of six categories, the following results are obtained (table 1):
Table 1: statistical table of the results of the investigation on the questioning ability of large class children in experimental kindergartens in southern Anhui.
figure
Ask a question
number of people
Ask a question
amount
Interest in asking questions
Problem quality
active
ordinary
not have
okay
better
ordinary
poor
Thousand yuan bill
√
√
Sophomore class
1
1
√
√
Big three classes
2
three
√
√
Class 4, senior high school
√
√
Dawuban
√
√
Big six class
1
1
√
√
According to the survey results, the evaluation indexes of children's questioning ability in Class 6 and Class 2 are quite close. Choosing these two classes as control classes can improve the reliability of the questions relatively.
I choose picture book materials.
There are many picture books suitable for large class children in the market. In order to compare the teaching effects of the two classes more scientifically and demonstrate the effectiveness of the teaching methods, I control the bibliography of picture books read by the two classes, adopt the same picture book content, the same reading time and the same teaching teacher, minimize the differences of external factors, standardize the research itself and make the research results comparable.
2. In the implementation stage (20 13, 9-20 14, 6), I participated in the picture book design and practical teaching activities based on the Shanghai famous teacher Ying Cai Yun every month. Actively create a questioning environment for children. By putting forward corresponding teaching strategies and case analysis methods, children with different language levels are described and recorded, and data are collected.
3. Summary stage (20 14, 6-20 14, 9), data sorting, quantitative statistics and qualitative analysis to form research results; Writing research reports of papers;
Fourth, research results.
(a), the survey results
After a year of practical research, the children in the two classes show different learning states, learning abilities and learning qualities in picture book reading. In May 20 14, all the children in Class 2 and Class 6 were investigated and evaluated again, and data were collected to compare the development differences among the children in each class (Table 2).
Table 2: Statistical table of the investigation results of children's questioning ability in Class 2 and Class 6 of southern Anhui experimental kindergarten.
figure
Ask a question
number of people
Ask a question
amount
Interest in asking questions
Problem quality
active
ordinary
not have
okay
better
ordinary
poor
Sophomore class
19
28
√
√
Big six class
five
six
√
√
As can be seen from the above table, in the teaching experiment of nearly one year, the number, quantity, quality and enthusiasm of children in Class Two and Class Six in the process of reading picture books for 30 minutes are far from each other. The survey results show that the questioning ability of children in Class Two of Senior High School has changed due to the change of teachers' behavior, and the questioning ability and level have been obviously improved.
(B), teaching strategies
Children's questions often include his observation of objective things and exploration of various connections between things, including children's certain thinking, imagination, analysis and judgment abilities. When a child conflicts with the original experience in the process of transmitting experience, the child will question "Why? How did this happen? " And so on, and the solution of these problems will often further expand and extend the old experience and produce new experiences. It can be seen that questioning is not only the operation process of children's thinking, but also the convergence process of old and new experiences, and it is also the accumulation process of old and new experiences.
The key to cultivating large-class children to improve their questioning ability when reading picture books lies in teachers, so teachers' teaching strategies are the foundation of this topic.
1, the teaching strategy of attaching importance to the cultivation of children's questioning ability and protecting children's "curiosity"
Curiosity is the driving force of human progress. Many inventions and innovations are not to satisfy their sense of honor, but to satisfy their curiosity, and at the same time objectively bring technological progress to mankind. "Curious mind" is an important factor for children to ask questions in picture book reading. A child's curiosity is to know everything. As a teacher, we should know this truth. The teaching strategy of "curiosity" starts from two aspects.
1), the teacher sets goals in his mind.
The first goal of "Listening and Expressing" in the Guide points out that children aged 5-6 can take the initiative to ask questions when they don't understand or have questions. As a manifestation of language ability, children's questioning ability is developed in the process of communication and application. Therefore, teachers should always take cultivating children's questioning ability as a long-term development goal when carrying out picture book reading activities. Only when teachers have goals in mind can children form a good learning quality of "asking questions" and prepare for lifelong learning.
2) The teacher has children in his eyes.
There are children in the eyes, which means the teacher's attitude towards children's questions. Teachers should treat every problem of every child with an open, allowing, encouraging and inclusive attitude. When children are afraid to ask questions, a smile from the teacher and patient waiting are the greatest encouragement to children; When the child's question trembled slightly, the teacher gave full affirmation, such as "He didn't ask questions before, but now he asks questions, very good!" "Good question, let's applaud him", or put a little red star on his forehead ... These words and behaviors of praise not only affirmed the child who asked the question, but also implied that the behavior of other children was appreciated by the teacher and set an example in the class.
Teachers have goals in mind and children have children in their eyes, so our children will dare to ask questions and be willing to ask questions. Pay attention to the cultivation of children's questioning ability and protect their "curiosity".
2. Create a positive and relaxed questioning space and encourage children to "ask if they don't understand" teaching strategy.
The ancients said: sensitive and eager to learn, not ashamed to ask questions. "Ask if you don't understand" is a positive learning quality and the internal motivation for children to ask questions. In the process of reading picture books in large classes, we collect picture books extensively and carefully select them from length to content. The research results show that in the limited 30-minute teaching activities of large classes in kindergartens, the length of picture books is not easy to exceed 20 pages. If the picture book is long, it is necessary to design two teaching activities to ensure that children have enough time to observe the pictures, discuss freely and ask questions at will. In terms of content, teachers can consciously infiltrate some picture books with the theme of "being open-minded and eager to learn, not ashamed to ask questions", improve children's enthusiasm for asking questions, and encourage children to "ask questions if they don't understand". Case 1 Grape
Case 1: Reading grapes in a picture book
Picture book analysis:
Grape is a sketch with connotation. From the standpoint of children, the author grasps the logic of children and vividly depicts the cute and naive character of foxes in painting language. ① Around the theme of "eating", the author writes about the seriousness and persistence of children; 2 Explain all kinds of love in a way that children can understand, which is progressive and humorous; (3) An active fox has no spiritual victory, but can succeed only with labor, knowledge and willpower. (4) The original works of young picture book writers won the Excellent Works Award of Xinyi Picture Book Award.
Its main content is that the fox has diligently planted a garden of grapes, and what he is most looking forward to is of course a bumper harvest of grapes! However, how can we grow the most and sweetest grapes? The fox went to the library, surfed the Internet and looked it up in many ways, and finally came to the most authoritative truth-love! The fox worked hard in strict accordance with the requirements. ...
Instructional design intention:
The picture book has clear context, prominent protagonist and few words, which is very easy for children to observe independently. You can provide key pictures for children to observe, understand stories and ask questions. In addition, there are symbols of thought bubbles on page 5, 13, 16 and 18 of the picture book. Different symbols represent different meanings, so a questioning session is reserved for children who can't understand the meaning of symbols.
Considering that the picture book is long, * * * 32 pages, the design of teaching activities is divided into two teaching hours.
The first teaching time teaching objectives:
1. Observe the contents of the pictures and learn how foxes ask for advice on how to grow grapes.
2. Try to express the picture content in coherent language.
Teaching objectives of the second teaching:
1, which can relate the contents of the front and back pictures and understand the process of fox growing grapes.
2. Know that success requires love and hard work, just like a fox growing grapes.
Activity process clip:
-Questions about picture understanding (P 13, P 15, P 17, P 19, P2 1)
Infant 1: "What does mother pig give baby pig to eat?"
Child 2: "Father Sheep has no milk for his children. How can he love a lamb? "
Child 3: "My father loves me, too. Guess what? "
Child 4: "Did my parents send flowers when they were dating?"
Child 5: "The children in the picture are dancing ballet. Where is love? "
Child 6: "I see, do they like dancing?"
Child 7: "I guess the teacher is a child who loves dancing?"
……
-On the understanding of symbols (P5, P 14, P 16, P 18, P20)
Child 1: "Little fox fell asleep, did he dream of seeing grapes?"
Child 2: "Is that what mother pig said in this bubble?"
Child 3: "What did Father Sheep, the boy and the teacher say to the fox?"
……
In the two teaching activities, I reserved nearly ten minutes to ask questions to my children, and at the same time actively created problem situations of picture books. Sufficient time and fixed pictures make children ask more and more questions, and the frequency is greatly increased. In addition, foxes are looking for others to educate them indiscriminately, so that children can understand the truth of "ask if you don't understand".
3. Ingeniously design teaching links and exercise children's "curious mouth" teaching strategy.
"Asking questions" means that children can actively interact with others and express their doubts by asking questions in the process of reading picture books. Large class children are the best time to cultivate oral expression ability. They want to share what they see and think, and they often like to ask "strange" questions to teachers and peers. How to help children ask valuable questions around the content of picture books? According to the characteristics of children's questioning methods in picture book reading teaching, we consciously carried out the activity of "different classes in the same room" in two control classes. Class six adopts the traditional reading method of picture books. After the teacher guides the children to understand the picture book, ask them if they have any questions. In the teaching of senior two classes, teachers are required to grasp several important moments in the teaching process, guide children to pay attention to the content of picture books and improve the quality of questions. Case 2 "grapes picked by mom"
Case 2: Reading grapes picked by my mother in the picture book.
Picture book analysis:
This is a touching fairy tale. Although the plot has no special ups and downs, it vividly shows the greatest love in the world-maternal love. The whole story is based on the clue of "maternal love": mother fox went over mountains and mountains to find food for her baby, and after picking grapes, she kept coming back, fearing that the baby would be taken away by the eagle, and found the hunter screaming desperately ...... The story did not mention a word of "love", but the mother's great and selfless love for her child. But it is presented to the readers from beginning to end, which makes people cry.
Comparison of teaching activity design: teaching method A (appendix 1) and teaching method B (appendix 2).
Through the setting of two teaching links, we compared the quantity, coverage and quality of children's questions in two activities, and summarized several teaching skills:
▲ Enlarge the "title eye"
The title on the cover, which we usually call "the eye of the title", often summarizes the main contents or clues of the book. The picture on the cover usually shows the protagonist, which can imply that the reader reads the picture book with a guess or clue about the cover. For example, in the picture book "Grapes Picked by Mom", a fox looked thoughtfully at a bunch of grapes on the cover.
Group A children ask the following questions after observing the cover of picture books:
● Who does Mother Fox pick grapes for? -Speculation about the role.
● Why does Mother Fox pick grapes? -Causal speculation.
● Where does Mother Fox go to pick grapes? -according to the plot speculation.
Don't foxes eat grapes? Why do they pick grapes? -Problems arising from the conflict with the original cognitive experience.
Children in group B tell stories directly without observing the cover of picture books.
▲ Highlight "details"
Picture details in picture books are often the "fuse" of events. Guiding children to observe the details is to advise children how to grasp the main content to ask questions and avoid the blindness of asking questions. When observing key pages, teachers can let children read freely, and provide "small question mark" stickers on the table, telling children to stick "small question marks" where they don't understand, so that the purpose of children's questions will be enhanced when sharing.
For example, in the picture book "Grapes Picked by Mom" on P2 1 page, Fox saw a bunch of grapes and left tears. When a child communicated, he asked, "Why is the little fox crying?" "Little fox likes grapes very much. Why doesn't he drool?" ..... Through the feedback of children's questions, the teacher immediately knows which children in the class don't understand the moral of the story, and carries out further interaction in a targeted manner.
▲ Infiltrate the "game"
Games are a pleasant thing for children. When the atmosphere of questioning is gradually formed in the classroom, the teacher does not prevent some "games" from being added to the link, making questioning a happy thing. We tried the game "Little Microphone" and it worked. When the teacher asks, "Who will test you after listening to this story today?" The children's enthusiasm was mobilized at once, and they wanted to come up with a small microphone to ask questions to the class and challenge their peers. Sometimes, children will catch some idioms in picture books to test their meaning. If the child's question is of average quality, his companion will say, "This question is too simple to beat me!" In this way, the children's "curious mouth" has been exercised in the interaction between students and students.
▲ "break" one by one.
In the process of practice, we also find that some children never ask questions, no matter how vivid the language and interesting the form the teacher uses. Do these children never have a problem reading picture books? Experienced teachers know that the most taboo in teaching activities is that active children keep talking, and introverted children are "listeners" from beginning to end. So how to improve the questioning ability of these individual children? Let's try it. The more effective way is to "make an appointment in advance and break it one by one". Give these children an "opportunity card" before reading activities and tell them to seize the opportunity to use this card in the future. When there is a problem, light the card immediately and the teacher can see it. After a period of trying, Liang Liang, Wen Wen, Xiao Mi and Tian Tian of Class Two in Senior High School also ask questions from time to time.
In the research, we realize that the "problem space" of picture book content itself should be created by teachers. Through the ingenious setting of teaching links, children can get more opportunities to ask questions and learn how to ask questions. In the face of children with different questioning abilities, teachers should improve each child's ability of observation, understanding and expression one by one through teaching skills, so that the class has many "curious mouths".
Induction and analysis of verbs (abbreviation of verb)
The practical research in the past year has achieved remarkable results. The following are mainly summarized and analyzed from two aspects: "the factors affecting the questioning of large class children" and "the characteristics of questioning".
(A) the related factors that affect the questioning ability of children in large classes
In the research and investigation on the sample selection of experimental classes, I found that there are three main factors that affect the questioning ability of children in large classes:
1. The value orientation of improving children's questioning ability will directly affect teachers' educational behavior.
In the survey, most teachers start from the goal of picture book teaching, paying attention to whether children understand the content of picture books, whether they have developed the habit of reading and whether they have carefully observed pictures. Often the goal is to cultivate children's understanding, observation and reading habits, ignoring the cultivation of children's questioning ability. Therefore, teachers often occupy the center of teaching activities, that is, teachers decide what kind of discussion form to adopt, who has the right to interpret, how to control the transfer of topics, who will choose the topics to discuss and so on.
2. A relaxed atmosphere and sufficient time will directly affect the number of questions asked by children.
The improvement of children's questioning ability needs to go through a relatively long development process, not overnight. Collective teaching activities in large classes in kindergartens are usually controlled within 30 minutes. If there are too many pages in the picture book, teachers will be eager to finish reading the content of the picture book, and there is no time for children to pause for a moment on a certain picture, observe it carefully and leave time for questions. Therefore, under the very tense teaching link, the chances and quantity of children's questions become very few. Once the content and theme of the child's question are not very concerned, the teacher often says, "Please sit down and think again!" In this way, the "flame" of the child's question was extinguished instantly.
3. Observation, understanding and expression will directly affect the quality of children's questions.
When children ask questions in picture book reading, they must go through the process of "observing and listening-cognitive conflict-asking questions-organizing language-expressing expression". The whole process is closely related to the development of children's observation, understanding and expression. When children's observation develops well, they can often capture the key details in picture books. Because the picture information conflicts with the original experience, they have the desire to ask questions. Children with strong understanding can relate the contents of several pictures before and after reading the picture book, associate the causal relationship of things and ask questions; Children with different levels of language expression have different performances in asking questions in activities. Children with strong expressive ability will ask questions in a targeted way and keep asking questions in bilateral interaction with teachers and peers. Children with relatively weak expressive ability can't even make the listener understand the content of the question, which eventually leads to the "premature death" of the problem.
(B) The main characteristics of the way children ask questions in large classes
In the course of the project, with teachers consciously cultivating children's questioning awareness, giving children sufficient time to ask questions and helping children express their questions, children in large classes ask more and more questions, and the quality is getting higher and higher. Through each record, the questioning methods of large class children are summarized as follows:
1, primary stage-what is it?
"What is it?" Pointing at the child's understanding of the picture. When a child sees something he doesn't know in a picture, he usually points to it and asks the teacher, "What is this?" For example, in the picture book A Letter from Dot and Dom, Dom lies on the bed with his eyes closed, and a "thought bubble" appears next to him, in which a little face of a good friend is drawn. Some children asked, "Teacher, what is this?" In fact, bubble graphics have already appeared in previous picture book reading, but in other picture books, bubbles represent what a character said. When the children saw Dom lying on the bed with his eyes closed, they guessed that this bubble was definitely not what Dom said, which conflicted with his original experience, so they wanted to know: "Why is there a bubble next to Dom with his eyes closed?" Such questions reflect the child's meticulous observation ability, pay attention to the symbols in the picture, and ask quality questions.
2. Intermediate stage-why?
"Why?" Point to the child's understanding of the development of the plot. In the teaching activity of reading "Trees with Fish" in picture books, there is a page where kittens hang the fish they have worked so hard to catch one by one on the big tree. Some children can't understand the rationality of this plot. Because children think that kittens like to eat fish best, according to logical reasoning, kittens should take the caught fish home and make delicious fish soup and have a good meal. When he saw that the kitten didn't do this, he had a question: "Why did the kitten hang the fish on the tree?" This kind of questions reflects the development of children's reasoning ability and logical thinking ability.
3. Advanced stage-Really?
"Really?" This is a rhetorical question. When children are very involved in the plot of picture books, they will involuntarily ask questions with rhetorical questions when they see anxiety, anger and exclamation. For example, in the teaching activity of reading "Grapes Picked by Mom" in the picture book, when the hunter ran to the cave where the little fox stayed, the mother fox shouted at the hunter and exposed herself to the hunter's sight. Some children asked anxiously, "Isn't mother fox afraid that the hunter will find her and hit her mother with a gun?" It can be seen from this rhetorical question that the child is very involved in the story and worried about the comfort of the fox mother. Moreover, children have strong language skills, and their strong feelings are clearly expressed in both inverted sentences and tone of voice.
Retrospect and reflection on intransitive verbs
To sum up, children's questioning ability can be improved in picture book reading. My ideas and behaviors with the cooperative teachers who participated in the research have also changed. "Do you have any questions?" It has gradually become a habitual interactive language within the research team.
In addition, the ability to ask questions is a kind of learning quality, and the way of training should permeate all aspects of children's daily life. Whether it is highly structured learning activities or relaxed free time, as long as teachers can create a safe psychological environment and a learning situation that can stimulate curiosity for children, reserve time and space for children to ask questions, and give concrete help in thinking organization and language organization, children can ask questions around the main learning goals, and their enthusiasm for challenging themselves, peers and teachers can be stimulated and maintained.
But in practice, we also found some problems. In terms of children: the awareness of questions and the ability to ask questions are still in their infancy; There are few opportunities to ask questions, children can't get the exercise and improvement of questioning skills, and lack the experience of asking questions; Lack of encouragement and help will form a vicious circle between those who are afraid to ask questions and those who can't. Teachers: Teachers do not fully realize the importance of developing children's questioning ability; Teachers often use teaching methods and do not provide children with opportunities to ask questions; Lack of strategies to develop children's questioning ability in teaching activities, and don't know how to provide effective help for children's questioning in specific situations.
Therefore, we believe that it is a valuable and exploratory research topic to enhance children's questioning consciousness and ability by strengthening teachers' goal consciousness of cultivating children's questioning ability, creating active and relaxed questioning space and skillfully designing teaching links in kindergarten picture book reading teaching activities!