Low cognitive level questions cause primary mental activities and cognitive processes, such as recalling known knowledge and easily judging right or wrong answers. Questions at a high cognitive level elicit children's advanced thinking processes. When answering such questions, children need to go beyond the information or recall knowledge given by perception and use advanced thinking activities such as comparison, contrast, application, analysis, synthesis or evaluation. For example: In the activity "Tails Are Many Uses", after the children helped the animals to match their own tails, I asked: "What is the use of the tails of these animals?" "What would happen if they lost their tails?" and other questions, Let children gain relevant experience about tails through comparison, application and imagination. Therefore, in children's zone of proximal development, teachers can appropriately improve the cognitive level of problems and increase the number of high-cognitive level problems, which will help promote the development of children's thinking.
Good questioning skills should include questions at all cognitive levels. Raising the cognitive level of questions does not mean denying the role of low cognitive level questions. In fact, before raising high-level cognitive questions, it is often necessary to expand the breadth of children's knowledge through some low-level cognitive questions, so that children have the relevant knowledge needed to solve cognitively complex problems. For example: in story teaching, naming a story is a high-cognitive level problem. It requires children to recall the plot of the story based on the teacher's low-cognitive level questions, and on this basis, analyze the core content, summarize and create , imagination can answer.
2. Use different types of questions as needed
In teaching activities, teachers should design and appropriately match and use them based on the teaching content, children’s existing knowledge and experience, and responses. Different types of questions can make the entire teaching activity more in line with children's cognitive level and further promote children's cognitive development. For example: In the activity "Little Rabbit, Be Good", when various animal tails appeared on the multimedia computer, I asked: "Whose tail is this? Why?" Before the next animal image appeared, I asked again, "You Guess who else will come? " Seize the factors in the work that are conducive to children's imagination, ask questions to children, guide children to actively think and expand their imagination, and allow children to temporarily get rid of the original plot constraints of literary works and follow their own life experiences and reasonable imagination, answering questions from multiple angles is conducive to improving the fluency, agility, and flexibility of children's thinking, giving full play to the functions of teaching materials, and promoting the personalized development of children. This is a question that elicits answers from multiple perspectives.
In order to help children correctly understand the images of truth, goodness, beauty, or falseness, evil, and ugliness, children are inspired to imagine themselves as the characters in the work, and use empathy to experience the characters’ behaviors and their behaviors. The psychological process is conducive to children's independent understanding and mastery of works. I asked the children: "Little rabbit, how do you think of driving away the fox?" This question made the children immediately enter the role, and their thinking suddenly became active. Some said "hit him with stones" and some said: "scald him with boiling water." "And so on, fully mobilizing children's learning initiative. This is an inspiring question.
While appreciating the poem "Spring Breeze", I asked: "When the spring breeze blows, what changes have happened to the environment around us?" The class fell into silence. I quickly changed the way of asking questions, that is, making the question more specific and narrowed, and asked: "Spring is here, what changes have happened to the willow trees?" "What changes have happened to the peach trees and grass?" "What are the differences in the children's clothes?" "... At this time, the classroom immediately became active, and everyone talked about many changes in spring. This is a chain question. A difficult question is divided into several small questions, and the questions are gradually asked from the shallower to the deeper, so that children can understand the composition of the question and find the final answer.
Another example: In the activity "Tails have many wonderful uses", I asked: "If you change the tail of a small animal, which small animal do you want to change its tail? Why?" My original intention was to change the tail of a small animal. To diversify children's thinking, but because the questions are too difficult for small class children, the children all say "can't change the tail". Therefore, during the teaching process, teachers should prevent the questions asked from being unclear, difficult, biased or Too simple; it is necessary to achieve "asking" to generate "thinking", "answering" and "getting", and the effect of inspiring children to think, opening up children's ideas, and developing associations.
3. Highlight the key points and give appropriate time to answer
In teaching activities, some of the questions raised by teachers are core questions, and some are not. Key questions often play a role in bringing teaching activities to a climax and maximizing the expansion of children's learning and inquiry activities. They can also solve problems and make it possible for children to make a qualitative leap in their cognitive process. Therefore, teachers should think about and strive to highlight key issues in teaching. To this end, teachers should be good at analyzing and exploring the most valuable content for children's development in teaching content, design key questions, and ensure that children are given time to respond. Do not rush to tell the answers to enhance the effectiveness of the questions.
4. Teachers should focus on developing response skills
Teachers use two methods to deal with children's responses: response and non-response. Response is a way for teachers to deal with children's answers. Questioning itself is a process of interaction between teachers and students: teachers ask questions - children answer - teachers give feedback. The teacher's response is precisely one of the indicators that reflects the interaction between teachers and children. A common mistake we teachers make is habitually repeating questions and answers to questions. This bad habit trains young children to catch "repetitions" of problems without paying careful or intuitive attention to the first occurrence of the problem.
How to catch a ball thrown by a child? How can teachers improve children's experience based on children's answers?
1. Teachers can further ask some probing questions based on children’s answers. Such as: Why? Why do you think so? , causing children to engage in higher-level cognitive processing. For example: the teacher asked: "What are some ways to keep yourself cool in summer?" Some children answered: "It will naturally cool down when you are calm." The teacher was stunned for a moment and then replied: "Oh" and then turned to other children. In order to complete the scheduled class process, the teacher controls the answers to the questions. The result is that only the teacher's point of view is heard in the classroom, not the children's point of view, and the children do not know whether their answers are right or wrong. This will devalue the value of children and dampen their enthusiasm. At the same time, it will turn classroom questions into a tool for teachers to control classroom discussions. If the teacher catches the ball thrown by the child in time at this time and further asks: "What does it mean to be calm and naturally cool", I think the teaching effect will be better.
2. Through questioning, children can further elaborate on their own opinions, thereby correcting and supplementing incorrect and incomplete answers. Such as: What do you mean by...?
3. Teachers can also summarize and summarize children’s answers so that children’s existing experiences can be organized, improved and systematized, and can be used as teaching resources so that every child can Gain experience sharing from peers’ answers to improve teaching efficiency and quality. For example: in the game sharing activity, after a child playing the role of a doctor bandaged the patient's wound and put a splint on it, the teacher asked: "Why did you put the splint on him?" The child replied: "Does this make his bones grow well?" The teacher continued to ask: "Then what should you pay attention to after returning home?" The children answered: "Don't take a bath", "Why?", the answer: "Because the wound cannot get water to prevent inflammation." This series of questions enables every child to learn from Gain experience sharing from the answers of your peers. I believe that in the next doctor game, the children will integrate the learned experience into the game and continue to accumulate relevant experience.