| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 96 === Case Study: Questioning Techniques of Kindergarten Teachers
Pei-Yu Chen
Graduate Institute of Early Childhood Education
National Chiayi University
Abstract
This study probes into questioning techniques of kindergarten teachers. Qualitative research method is adopted and a case study is done on two kindergarten teachers. Data comes from document analysis, recording, classroom observations, reasearcher's notes, and semi-structured interviews. Our investigation has the following findings:
1. Types of questions which teachers utilize varies with different teaching objectives. How often a specific type is used depends on the teaching content. For instance, teachers tend to ask cognitive memory questions while teaching new concepts. When teaching story creation, teachers are inclined to asking synthesis questions more than the cognitive memory counterpart.
2. The questioning strategies of both teachers start with motivating children, later leading them to the core of the subject. It is worth noting that conflict thinking strategy was able to help children reach in-depth thinking. On the contrary, if teachers moved into the core right after motivating children, and wrapped up with evaluating their answers, children gained only knowledge but not in-depth thinking.
3. During wait time teachers restate the question in discuss to assist children's focus and better comprehension towards the question. In the mean time teachers create a model by answering the question themselves. The only disadvantage is that teachers bestow inadequate wait time and question repeating inteferes with children’s thinking.
4. As for responding behavior, teachers provide a model of a complete sentence built from restatement and inductive answers. In addition, teachers optionally ignore children’s questions in order to make them think independently. However, when underprepared, teachers occasionally respond to children's quesitons with avoidance.
In conclusion, suggestions to kindergarten teachers, teacher education institutes, and further researches are proposed based on the results of this study.
Keywords:questioning technique, wait time, responding behavior
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