【摘要】人們把教師稱為“職業(yè)提問(wèn)家”。教師提問(wèn)直接關(guān)系到教學(xué)的效果和質(zhì)量。有效的提問(wèn)不僅能激發(fā)幼兒學(xué)習(xí)興趣、引導(dǎo)幼兒思維，還能促進(jìn)師幼對(duì)話，使師幼一起發(fā)現(xiàn)問(wèn)題，共同探索問(wèn)題，解決問(wèn)題，達(dá)到意義的互動(dòng)、交流，從而獲得新知和發(fā)展。但在幼兒園教學(xué)活動(dòng)中，教師提問(wèn)存在很多普遍的問(wèn)題，對(duì)幼兒的有意義學(xué)習(xí)造成了一定的阻礙。因此，對(duì)幼兒教師教學(xué)活動(dòng)的提問(wèn)進(jìn)行研究，發(fā)現(xiàn)幼兒教師教學(xué)提問(wèn)存在的問(wèn)題，并探索如何促使其達(dá)到理想的狀態(tài)，就成為本研究的課題。

【關(guān)鍵詞】幼兒園教學(xué)； 提問(wèn)行為； 教師觀念

Abstract:Teachers as a "professional questions home. Teacher questions directly related tothe effectiveness and quality of teaching. Effective questioning not only stimulateinterest in early learning, and guide the children thinking, but also to promote thedialogue of the teacher and children, the teacher and children together to identify problems and jointly explore and solve problems and achieve meaningfulinteraction, communication, and to gain new knowledge and development. There are many common problems in kindergarten teaching activities, teacher questions,meaningful learning of young children caused by obstacles. Therefore, the questionof preschool teachers teaching activities, found that the problems of the child careteachers' questions, and explore how to promote it to achieve the desired state,has become the subject of this study.

Key words:Kindergarten teaching; Asked behavior; teachers' conceptions