A Study On Teachers' Instructing Behaviors In Scientific Education Activities In Kindergarten

The scientific education of young children is science popularization education,focuses on the development understanding and inquiry literacy of young children.Kindergarten science education activities can't do without the guidance of teachers whose play an significant role.Teachers are required to be good at discovering curiosity of children,and focusing on stimulating kids' desires to explore,also actively creating opportunities for young children to take part in inquiry learning activities which is related to daily life and education.In this paper,the main method is case study method.By selecting 10 teachers from 5 large classes of L kindergartens in Shijiazhuang as research objects.From the six dimensions to analyze the weakness of teachers' behaviors,including activity content,activity goal,activity preparation,activity form,teaching method and activity evaluation and so on.We observed and analyzed the insufficiency of teachers' guidance behaviors,further analyzed the causes of the problems through conversations with teachers,and proposed several suggestions.The research framework of this paper is divided into six parts:The first part is introductions.Including questioning,research significance,literature review and theoretical basis.The second part is research design.Including research purpose,research content,research methods and research tools.The third part is the exist of problem.The study found that the content of teachers' activities was unreasonable;the actual implementation of the objectives of the activities was not optimistic;the activities were not prepared adequately;the forms of the activities ignored the main body status of the young children;the teaching methods were not scientific enough;and the activities were evaluated one-sided.The fourth part is the reason analysis.The study found that the main reasons for the existence of problems in teacher guidance behavior are as follows: teachers' educational concepts and children' views are not scientific;teachers' professionalknowledge of scientific knowledge is not adequate;and lack ability to organize scientific activities.The fifth part is instructional recommendations.Firstly,a correct understanding of early childhood scientific inquiry activities;secondly,teachers' reinforcement of learning of scientific knowledge;thirdly,improving teachers' ability to guide scientific activities,such as selecting suitable activities for young children to explore;setting reasonable activity goals for young children;provide opportunities for preparation;improve the status of children as the main body;enrich the guidance of activities;organize children to conduct effective evaluation.The sixth part is the research conclusion and reflection.