Research On Teacher’s Teaching Behaviors Of Kindergarten Collective Science Activities

The Kindergarten Education Guidance Program (tentative) issued by Chinese MinistryEducation in Jul,2001, which identifies the goals, content, requirements and teachers’guidance essentials in "science" field. This set new demands on the kindergarten teachers inorder to meet the requirements of education reform, the kindergarten teachers should take thenew views on children, revolutionize the education and teaching methods, rethink the teachers’role and optimize the teaching behaviors.Started from the teachers’ teaching behavior in collective science activities, this papertook two provincial exemplary kindergarten of Handan as the observe objects, the teachers’questions, guidance and encourage innovation and other teaching behaviors was analyzed andresearched, in order to explore the gaps between the teachers teaching behaviors andrequirements of Kindergarten Education Guidance Program, and to help the kindergartenteachers to improve their teaching behaviors and improve the degree and quality of thecollective science activities in kindergarten.The researches on teachers’ questions, guidance ways and encourage innovation andother teaching behaviors in kindergarten collective science activity showed that, although theteachers’ teaching behaviors has got rid of the cramming education in collective scienceactivity, there have some problems such as low degree of opening, high degree of controlled,less participation of children, which presents some disparities with the KindergartenEducation Guidance Program. It mainly reflected in the following three aspects: The first ishigh frequency, more randomness, low value questions of teachers; the teachers asked moremid and low difficulty degree questions, but less high challenge questions; teachers leaveshort time for children to thinking the questions; teachers’ mechanized and modeled responseand lack of leading feedbacks. The second is the single guidance method of teachers, which islack of inspiration and guidance; the teachers guidance methods present the communality andinitiative, which are lack of individual guidance; general guidance more than in-depthguidance of teachers and lack of initiative. The third is that although the teachers generallyencourage the children’s innovation difference, for the children’s query there is lack of the relaxed environment; single encourage method on children’s independent innovation, whichtends to general words encourage and lacks of richer encourage methods in heart.Based on deep research on the problems in teaching behavior of teacher, the optimizationstrategy of teaching behavior in collective scientific activity has been came up in this paper.Firstly, the teachers’ questions should be less but essential, and should increase the proportionof high-level questions; extend the reply time properly; make the diversified reply forms.Secondly, teachers should combine with the train methods of "Top-bottom" and "Bottom-up"to comprehensively set up the view of science education; lead teachers to organize variousactivities, itinerate actively and strengthen individual guidance; initiate the inquiry-basedscience education and reduce the low-level guidance. Thirdly, reestablishing democracy,equality, respect and harmonious relationship between teachers and children, creating therelaxed creation environment; improve the teachers’ own creative quality and guide thechildren’s to innovate independently.