A Case Study Of The Quality Of Collective Teaching Activities In The Top Class Of Kindergarten

This thesis studied and analyzed the quality of the collective teaching activities in the top class of3provincial demonstration kindergarten in X zone, by using a combination of quantitative research and qualitative research methods. Those provincial demonstration kindergarten can be said as a demonstration "window" of the city even the whole province. They often affect the development of other local kindergartens. The top class of kindergarten is a transition period from kindergarten to elementary school. It is also the turning point from the game-oriented activities towards the learning-oriented activities, collective teaching activities are frequently carried out in this stage, thus the author selected the top class as the object of the study to inspect the education quality of collective teaching activities. Firstly,30video samples of the collective teaching activities were observed, by using non-participant observation method,and detailed record. Secondly, The Quality Rating System Of Chinese Preschool Education was used as a measurement tool to score the samples and analyze the details.The data received in the study undertook the statistical analysis by using SPSS16.0: the30samples reflects the quality of the collective teaching activities belongs to the upper-middle level. And the dimension of children performance arrives at the highest level, while the dimension of teaching support at the lowest level. The three provincial demonstration kindergartens representatively reflected that the quality of collective teaching activities is at the middle level, but the B kindergarten scored higher than the A kindergarten, while the C kindergarten getting the lowest score. Nevertheless, there is no significant difference between the three kindergartens. The quality of collective teaching activities in the identified five areas are at the middle level, the average of the five major areas of activity in the seven project indicators have no significant difference,with scores being high on the emotional support and children performance, and low on the goals and content; teaching support and classroom culture. There is significant difference between the science activities and social activities.The30video samples went through specific analysis and detailed description in the individual subprojects dimensions by using The Quality Rating System Of Chinese Preschool Education. It mainly contains:Objectives and content (suitability, integrity, clarity, based on interest and experience, the richness and challenge); Emotional support (emotional/affective atmosphere, sensitivity); Instructional design and organization(teaching preparation, process design teaching organization, equipment and the use of materials); Teaching process (infant behavior management, incident handling, the opportunity to provide the length of time, the teaching process efficiency); Teaching Support (language way, teaching methods,teaching wit, thinking/skills development, feedback and evaluation); Children performance (participation/focus, mood/emotions, explore thinking skills, expression and creation); Classroom culture (value orientation, equality and equity, respect and appreciation).The Quality Rating System Of Chinese Preschool Education provided a perspective to think about some key issues that impact the kindergarten’s education quality of collective teaching activities:the integration of goals and content; the sensitivity of teacher’s emotional support; the diversity of teachers’teaching methods; the validity of children’s participation; the differences of the five major areas’collective teaching activities. Based on the description and discussion of the kindergarten collective teaching activities. The author starts from the evaluation of the structure of the rating system in order to provide some countermeasures:1) The selection of objectives and contents strategy:Appropriate and hierarchical targeting; clear description of the objectives; to strengthen the integration of goals and contents, and relevance of goals and contents; to increase the richness and challenges of activities’contents and materials.2) The emotional motivating strategy:to create a good emotional atmosphere; to develop sensitivity.3) The organization teaching strategy:to make full preparation especially under the emergency; to employ the teaching equipment and materials appropriately.4)The teaching management strategy:rational management of infant behavior; proper handling of the accidents during the teaching process;to support development of the children’s autonomy and leadership;5)Teaching methods’application strategy:to adopt standard language mode and be good at using a variety of language strategies; flexible use of various teaching methods; to cultivate children’s advanced thinking ability and innovation.6) Creating classroom culture strategy: to be on the basis of equality between teachers and children; co-construction of teacher and children; to create a safe and warm psychological environment.