An Analysis of Types,Structures and Causes of Kindergarten Teachers'Response Strategies—In-depth Interview Results Based on Scientific Question Situations
Teachers'appropriate response to children's questions is an important manifestation of kindergar-tens'high-quality science education.By collecting ten kindergarten science question situations,using the method of in-depth interview,the interview content is coded layer by layer,the high-frequency words appearing are count-ed,and the types and structures of teachers'response strategies are summarized.The results show that teachers're-sponse strategies to children's questions can be divided into six categories:explaining reasons,guiding thinking,exploring communication,encouraging attempts,affirming children,and ignoring responses,among which ex-plaining reasons and guiding thinking account for the highest proportion.At the same time,the structure of teach-er response strategy can be divided into single structure,double structure and triple structure.Based on this,this paper analyzes the deep-seated reasons behind teachers'response strategies to children's questions,among which the subjective factors include teachers'educational concept,teachers'knowledge reserve and their professional ability;the objective factors include the curriculum setting of kindergartens,the types of situations in which chil-dren's questions occur,and the differences in teachers'teaching age.Therefore,teachers should further improve their scientific literacy,actively participate in teaching and research activities,and carry out some targeted train-ing.
scientific problem situationchildren's questionsteachers'response strategies
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