| Since the 21 st century,improving the quality of early childhood education has become the focus of education around the world.The improvement of education quality can not be separated from the development of teachers' professional ability,especially the ability of teachers to research and support children.Teachers' research and support for preschool children is a comprehensive professional ability.It refers to teachers' deep understanding of preschool children's learning and development with the help of scientific behavioral observation and analysis technology,and providing appropriate educational support on this basis.Teachers' ability of "research and support for preschool children" is the key to improve the quality of education,and it is also an important way to improve teachers' professional quality.At present,the developed countries in Europe and America attach great importance to the training of teachers' ability of "research and support for preschool children".They not only set up specialized curriculum modules in teacher education,but also provide them with hierarchical training courses according to their professional level.Our kindergarten teachers' ability level of "research and support for children" is uneven,the overall level is not high,and the related education and training is also very few.Therefore,it is of great significance to research on the layered training of teachers' ability of "early childhood research and support".This study focuses on the development of kindergarten teachers' ability of "research and support for preschool children",and constructs and verifies a hierarchical training curriculum framework suitable for the development of preschool teachers' ability.That is to say,this study includes two main research contents: 1.Constructing the curriculum framework of teachers 'post-service hierarchical training of "early childhood research and support".That is,how to construct the framework of this postservice training curriculum in the form of competency-oriented and module-oriented? 2.Verifying the rationality of the curriculum framework of teachers' post-service hierarchical training of "early childhood research and support".That is,how to generate the content of training courses for teachers at the primary level from the training curriculum framework,and the rationality of the training curriculum framework? Specific research contents and ideas: Firstly,with the help of speculation and workshop discussion,the researcher constructs a hierarchical post-service training curriculum framework suitable for teachers' research and support abilities of preschool children(four levels).Generate the content of primary level teacher training courses and verify the rationality of the curriculum framework.Then,in order to verify the rationality of the curriculum framework,the researcher takes the primary level teachers of "research and support for preschool children" as an example(16 primary level teachers from two kindergartens in a city of China)to investigate their current situation and training needs in the development of "research and support for preschool children".Combining with the training curriculum framework constructed by this research theory,the primary level teachers are generated.The content of the post-service training course "Early Childhood Research and Support" was implemented.The development of 16 elementary level teachers' ability of "Early Childhood Research and Support" was analyzed in action research,which verified the rationality of the hierarchical training curriculum framework of "Early Childhood Research and Support" ability.The research mainly adopts qualitative research methods such as theoretical analysis,interview method and action research method.The main contents and conclusions of this study are as follows:Firstly,construct the curriculum framework of teacher's after-service training of "early childhood research and support".Through literature review,the researcher determined that the framework of post-service training curriculum constructed in this study should be constructed in the form of competency-based modules.With the help of theoretical analysis,the researcher summarizes,abstracts,deduces and constructs the training curriculum framework from various related knowledge fields.Then,the researcher set up a workshop consisting of pre-school education experts and first-line kindergarten teachers(a total of 20 people),through the experience summary this frame carries on the second construction and the consummation,to construct and improve the framework twice.The specific framework is as follows: The training courses in this study are based on "cultivating complete children","developing children's lifelong learning ability" and "improving the quality of early childhood education".The curriculum concept is positioned as "cultivating sustainable kindergarten teachers who can observe,analyze,use skillfully and reflect happily".Then,according to the concept of curriculum,the curriculum objectives and content framework are formulated.Among them,the curriculum content framework includes four areas and ten modules.The four major areas are the observation of children's behavior,the study of children's learning,the evaluation of children's development and the study of individual differences.Ten modules have been developed in four fields: level(1): concept and basic technology of behavior observation,basic characteristics of children's learning,basic age characteristics of children's development,concept and expression of individual differences;level(2): cultivation of observation and analysis ability,combing of learning quality and path of behavior guidance and understanding development;level(3): observation and evaluation of learning process.Interaction of price and support and development;Level(4): Improvement of reflective ability of observation and analysis.That is to say,with the improvement of teachers' ability of "research and support for children",the contents of training courses are gradually integrated,and the framework of curriculum contents presents a "horizontal triangle" structure,which is determined by the progressiveness of learning outcomes(SOLO classification and evaluation theory),the integration of knowledge(metamorphic learning model)and the concept of this training course.Finally,the training course of this study is implemented in the form of workshops.The evaluation of the course is mainly qualitative,combining the process evaluation with the result evaluation.The implementation and evaluation form is mainly based on the post-modernism knowledge view,constructivism learning view and adult learning characteristics.Secondly,it verifies the rationality of the curriculum framework of teachers' postservice training of "early childhood research and support".The researcher takes the elementary level teachers of "early childhood research and support" as an example,generates training curriculum content according to their training needs and training curriculum framework,implements training courses,evaluates teachers' changes in "early childhood research and support" ability.1.Generate training course contents according to the constructed post-service training curriculum framework of "preschool research and support" for teachers.Due to the limited time and energy,the researcher only selected the "early childhood research and support" primary level(i.e.,level 1)curriculum module to generate the training course content.First,investigate the training needs of primary level teachers.According to the principle of purposiveness,the researcher selected two kindergartens in a city of China and selected 16 primary level teachers as the research objects by means of the assessment tool of teachers' ability of "research and support for children",and conducted one-to-one in-depth interviews to understand their development characteristics and training needs on "research and support for children".The results show that the primary level teachers have the following characteristics in "research and support for preschool children" : observation takes "care" as the main purpose,observation content is single and random,and observation recording method takes photos as the main method.In observation and analysis,it is mainly the second subjective description and summary of children's behavior.It is not conscious of the connection between observation and analysis results and their own educational behavior,nor can it provide appropriate educational support accordingly.In the process of education,teachers have misunderstandings about children's learning,do not know the characteristics of children's learning,and overemphasize the importance of teachers' teaching.In addition,teachers know little about the characteristics of children's age,can not use them in their work,and do not understand the performance of children's individual differences.It is even more difficult to respect children's individual differences.Then,create the content of teacher training courses at the primary level.Based on the theoretical analysis of the previous chapters,the framework of training courses and the current situation of the ability of participating teachers,this study generates the content of the after-service training course of "Early Childhood Research and Support" for junior teachers.There are eighteen specific topics in the training course: the theme of module one is:(1)why to observe;(2)how to observe;(3)what to observe(role game);(4)what to observe(structure game);(5)observation record and analysis.Module 2 is dedicated to:(1)the connotation of preschool learning;(2)the way of preschool learning;(3)the situation of preschool learning;(4)the Preschool Learning I see;(5)the role of teachers.Module 3 is dedicated to:(1)the psychological development map of children aged 3-4;(2)the psychological development map of children aged 4-5;(3)the psychological development map of children aged 5-6;(4)the age characteristics of children I see.Module 4 is dedicated to:(1)children who feel colorful;(2)individual differences among young children;(3)individual differences among young children;(4)development of suitability education.Thematic content is interlinked and gradually deepened.It is difficult to generate curriculum content according to the training curriculum framework.It is necessary to have a thorough understanding of the curriculum framework,accurately grasp teachers' ability and needs of "research and support for young children",and a higher level of "research and support for young children".2.Implementing and evaluating the training courses for primary level teachers.The researchers conducted a nine-month action study with 16 junior teachers.The training is mainly carried out in the form of group workshops.The trainers follow the kindergarten practice of the participating teachers and adjust the training courses according to their needs.During the nine-month training,great changes have taken place in the participating teachers of the two kindergartens.Researchers combined indepth interviews,teacher's copywriting,observation records,analysis of children's onsite activities,and evaluation of kindergartens and other sources to find that after training,teachers begin to correctly understand the value of observation of children's behavior,can carry out scientific observation purposefully and systematically according to the actual situation of children in this class,and try to synthesize various development factors according to the characteristics of children's psychological development.To make a preliminary analysis of the observation records of children.They have a correct understanding of children's learning style,learning situation and learning characteristics,and can find more children's learning and development in the game life.Teachers begin to realize the relationship between the characteristics of children's psychological development and quality education,and consciously understand and apply it.In addition,we have a new understanding of the individual differences of preschool children,the influencing factors and the role of teachers,which are the process of teachers discovering children.Teachers begin to experience professional happiness and build up self-confidence,which lays the foundation for sustainable professional development.Finally,the researcher believes that the framework of the teacher's post-service training curriculum of "Child Research and Support" constructed in this study is reasonable: the establishment of four fields,the arrangement of four modules for primary level teachers,and the gradual integration of the curriculum module framework meet the development needs of teachers' ability of "Child Research and Support".Researchers set up training courses in the form of modules and themes,and implement training in the form of workshops,which is conducive to stimulating the motivation of teachers' self-professional growth.The training courses have achieved ideal results.In the research reflection,the researchers pointed out that there are differences between kindergarten and individual in the improvement of "children research and support" ability of participating teachers,which is related to the kindergarten's views on children,education,curriculum,professional development of teachers,as well as the teachers' professional,educational,work experience,personality characteristics and other factors.The innovation of this study is mainly reflected in the proposal and verification of the post-service training curriculum framework of "early childhood research and support" for teachers.Follow-up research can further generate higher level training curriculum content and validate the training curriculum framework of the last three levles.In addition,it can also strengthen the development characteristics of teachers' ability of "research and support for preschool children" and related research such as pre-service education and trainer training. |
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