摘要：提问是幼儿园语言教学活动中教师与幼儿互动的直接行为。有效提问能调动幼儿的学习兴趣和主动参与性，教师提问的有效性能直接影响到师幼互动的质量和教学的效果。但在教学实践活动中，提问行为的普遍实施与提问行为的有效性相对低下之间却有着很大的差距。笔者通过相关文献资料梳理，参考有效提问的评价标准并结合实习中对周口市W幼儿园的观察与教师的访谈分析，发现教师教学活动中体现有效提问评价标准不突出，存在低效提问过多，候答时间短，理答过简缺乏反思等问题。究其原因有幼儿教师对有效提问的重要作用的认识不够，教师的教学经验限制以及对幼儿的身心发展特点把握不够。笔者针对语言教学活动中教师提问存在的问题，以期为提高语言教学活动中教师有效提问提供一些简单可行的建议。

关键词：幼儿园语言教学活动；有效提问；大班幼儿

Study on Teachers Effective Questioning in the Top Class of Kindergarten in Language Teaching Activities

—illustrated by the case of W kindergarten in ZhouKou City

Abstract: Questioning is a direct behavior of interaction between teachers and children in kindergarten language teaching activities. Effective questioning can arouse children's interest in learning and initiative participation, the effectiveness of teacher questioning can directly affect the quality of interaction and the teaching effect between teachers and children. But in the practice of teaching, there is a big gap between questioning behavior universal implementation and the effectiveness of questioning behavior so relatively low. Through carding the relevant literature and information, reference of effective questioning in the evaluation criteria combined with practice of kindergarten ZhouKou City W kindergarten observation and teacher interview analysis, the writer found that teachers' teaching activities embodied in the evaluation standard of effective questioning is not prominent, including inefficient questions too much, waiting time so short, answering questions so simple and lacking of reflection and so on. The reason is that Kindergarten's Teachers understanding of the important role of effective questions is not enough. the limit of teachers' teaching experience and grasping the characteristics of children's physical and mental development are not enough. This paper analyzes teachers' questions in language teaching activities, so the writer provides some simple and feasible suggestions to improve teachers' effective questioning in language teaching activities.

Key words: Language teaching activities in the kindergarten; Effective questioning; Children in the top class of kindergarten.

目 录

摘要 1

一、概述 2

（一）概念界定 2

（二）有效提问的意义 3

（三）有效提问的评价标准 3

二、大班语言教学活动中教师有效提问的现状分析 4

（一）大班语言教学活动中教师有效提问的优点 4

（二）大班语言教学活动中教师提问存在的问题 5

三、达成大班语言教学活动中教师有效提问的建议 9

（一）预设问题突出重点 9

(二）考虑幼儿年龄特征 10

(三）增加开放性提问 10

（四）适当延长候答时间 11

（五）教师的理答方式应具体化 11

（六）教学后及时反思 11

参考文献 12

附录Ⅰ 13

附录Ⅱ 14

致谢 15

幼儿园大班语言教学活动中教师有效提问研究——以周口市W幼儿园为例

一、概述

（一）概念界定

1.有效提问的概念

有效提问即为提问的有效性。《现代汉语词典》对“有效”作了如下解释:“能实现预期目的，有效果”[1]。随着“有效教学”的理念不断地推广，很多的学者继而对“有效提问”也给出了其相对应的解释。国外学者韦伦就有效提问给出了自己的总结：教师应清楚地、详细而精确地表述问题，且提问适合学生的能力水平、按照逻辑和循序渐进的原则提出问题，设计的问题要区分水平[2]。加里·D·鲍里奇在《有效教学方法》中也提到，教师必须提出“有效的问题”就是可以积极组织学生回答并因此积极参与学习过程的问题。那么，有效性就是指教师提出的问题会使人产生怀疑、困惑、焦虑、探索的心理状态，会促使个体积极思维，并且不断地提出问题和解决问题[3]。