为了促进国家学前教育的高质量发展，国家制定了相关的指导方针、规章等，很多研究也清楚地表明了教师问题与幼儿思维发展之间的相关性。当前教师提问仍存在较多问题，同时我国关于从思维角度出发的教师提问水平干预缺乏实证研究，而在科学集体活动中的相关研究也是少之又少。本研究依托科学探究活动进行教师提问水平的培训干预，激发教师通过改进自身提问水平促进幼儿高阶思维发展的意识，提升教师提问水平，促进幼儿高阶思维发展.

    本研究依托于科学探究活动开展行动研究，研究者三轮行动研究遵循“计划-行动-观察-反思”模式进行，教师成为反思型实践者，遵循“反思性评价-反思性计划-反思性教学”模式，关注教师提问水平的提升。研究第一个阶段为准备阶段，这一阶段的目标为基线调研了解现状，制定研究方案；研究第二个阶段为实施阶段，即三轮行动研究阶段，三轮行动研究主题分别为：第一轮围绕“知识与态度”，丰富教师对教师提问支持幼儿高阶思维发展的认识，激发教师提升提问水平的意识。第二轮行动研究围绕“活动探究”，聚焦教育活动，提升教师提问与高阶思维相结合的能力。第三轮行动研究围绕“深度分析”，聚集活动细节，持续提升教师能力；研究第三个阶段为总结阶段，教师报告分享及效果检验。

    在研究开始前，研究者对教师的提问水平进行了调查。经过三轮行动研究干预后，对教师过程性资料、后续问卷与访谈资料、教师活动视频进行后测分析，综合结果显示教师提问水平有了一定提升。

    In order to promote the high-quality development of national preschool education, the country has formulated relevant guidelines, regulations, and many studies have clearly demonstrated the correlation between teacher issues and the development of young children's thinking. At present, there are still many problems in teacher questioning, and there is a lack of empirical research on the intervention of teacher questioning level from the perspective of thinking in China, and there are very few relevant studies in scientific collective activities. This study relies on scientific inquiry activities to carry out training and intervention on teachers' questioning level, stimulate teachers' awareness of promoting the development of children's higher-order thinking by improving their own questioning level, improve teachers' questioning level, and promote the development of children's higher-order thinking.

    This research relies on scientific inquiry activities to carry out action research. Researchers follow the "plan action observation reflection" model for three rounds of action research. Teachers become reflective practitioners, follow the "reflective evaluation reflective planning reflective teaching" model, and pay attention to the improvement of teachers' questioning level. The first stage of the study is the preparation stage, with the goal of conducting baseline research to understand the current situation and developing a research plan; The second stage of the study is the implementation stage, that is, the three rounds of action research. The themes of the three rounds of action research are: the first round focuses on "knowledge and attitude" to enrich teachers' understanding of teachers' questions to support the development of children's high-level thinking, and stimulate teachers' awareness of improving their questioning level. The second round of action research centered on "activity inquiry", focused on educational activities, and improved teachers' ability to combine questioning with high-level thinking. The third round of action research focuses on "in-depth analysis", gathers activity details, and continuously improves teachers' ability; The third stage of the study is the summary stage, where teachers share their reports and test their effectiveness.

    Before the start of the study, researchers conducted a survey on the questioning level of teachers. After three rounds of action research intervention, post test analysis was carried out on teachers' process data, follow-up questionnaires and interviews, and teachers' activity videos. The comprehensive results showed that teachers' questioning level had improved to a certain extent.