I摘 要试了解幼儿园科学教育活动中教师提问的现状，提出适宜策略激发幼儿科学探究兴趣，提高教学效益，特展开此研究。研究过程采用文献法、观察法和访谈法，对宁德市某公立幼儿园六个小班的 24 个科学活动进行观察，深入了解教师的提问行为，发现问题，并提出合理建议。经分析，教师在小班科学活动中的提问行为常出现提问频次过高、多指向集体、问题多缺乏设计、少创造、少启发性等问题，在查阅文献和整理资料后，对教师提出提问应减量提质、兼顾群体与个别差异，要求教师树立科学的教育观，基于幼儿的“最近发展区”提出启发性问题的建议，以萌发幼儿的科学兴趣，促进其身心和谐发展。关键词：幼儿园；小班；科学教育活动；教师提问IIABSTRACTThe purpose of this study is try to understand the current situation of teachers' questions in science education activities in kindergarten, put forward appropriate strategies to stimulate children's interest in scientific inquiry, and improve the teaching efficiency. In the research process, we used literature, observation and interview to observe 24 scientific activities in six small classes of a public kindergarten in Ningde City, to deeply understand teachers' questioning behavior, find out problems, and put forward reasonable suggestions.According to the analysis, teachers' questioning behavior in small class scientific activities often presents problems such as high frequency of questioning, multi-directional collectivity, lack of design, less creation and less inspiration. After consulting the literature and sorting out the data, teachers are required to reduce the amount of questioning, improve the quality, take into account the differences between groups and individuals, and establish a scientific outlook on education, based on the "Recent Development Zone" of children The suggestion of enlightening questions is put forward in order to germinate children's scientific interest and promote their phys...
