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本研究通过对新疆某幼儿园中教师提问行为中存在的问题进行观察和访谈,旨在了解农村双语幼儿园教师的提问行为中存在问题的原因,发现农村双语幼儿园教师普遍受到不科学的教育教育观念的影响,对幼儿的能力把握不足,教学机智缺乏灵活性,语言特别是汉语不清晰导致幼儿无法理解,教师缺乏学前教育专业背景等原因的制约。幼儿的思维受到教师的影响,答的前提是教师如何问,课堂中教师提问的有效性影响了教学中提问功能的实现。3~7岁是幼儿语言发展的关键期,
In this study, by observing and interviewing the problems existing in teachers’ questioning behavior in a kindergarten in Xinjiang, this study aims to understand the reasons for the problems in the questioning behavior of rural bilingual kindergarten teachers. It is found that rural bilingual kindergarten teachers are generally subjected to the concept of unscientific education and education Influence, inadequate grasp of young children’s ability, lack of flexibility in teaching tactics, the language especially the unclear Chinese can lead to children can not understand, the lack of pre-professional teacher education backgrounds and other reasons. Children’s thinking by the teacher’s influence, the premise of the answer is how to ask teachers, the effectiveness of the teacher’s question in the classroom affect the implementation of the questioning function in teaching. 3 to 7 years old is the critical period for children’s language development,