Study On Classroom Management Behavior Of Preschool Teachers

Favorable classroom management of preschool teachers in collective activities is an important factor to guarantee the teaching quality and efficient teaching. It is conducive to the formation of children’s good classroom habits, raising children’s subject consciousness and promoting children’s comprehensively spiritual and physical development. Collective teaching activity is an important organizational form of kindergarten teaching activities, and also the most traditional and common teaching form. The author put the preschool teachers’ classroom management behavior in the collective teaching activities in the as the focus of the study. Taking W Kindergarten of Heping District of Tianjin as a case, in the context of advanced classroom management concept, this paper analyzes the management behavior of preschool teachers in collective teaching activities through literature method, observational method and interviewing method combined with practical teaching cases. Through description and analysis on the classroom management behavior of preschool teachers, the influential factors in classroom management behavior of preschool teachers in collective teaching activities are analyzed and the corresponding suggestions and countermeasure are put forward.The study is mainly focused on management on classroom environment, management on classroom teaching routine and management on children’s problem behavior in collective activities and finds out the existing problems of classroom management behavior of preschool teachers in collective teaching activities:1. Preschool teachers have unequal status and the subjectivity of children is not taken seriously enough.2. The gap between the understanding level and management level of different preschool teachers is large.3. The contradiction between preschool teachers’classroom management concept and education reality. The influential factors in classroom management behavior of preschool teachers in collective teaching activities are summarized from the four aspects:1. The factor of preschool teachers.2. The factor of children.3. The factor of activities.4. The factor of environment. Aiming at the problems of preschool teachers in collective teaching activities, four effective strategies are put forward:1. Strengthen the pre-service preschool teachers classroom management knowledge and ability.2. Make full use of the mature preschool teachers resources, help new teachers improve class management level.3. Reflective practice ability raise new preschool teachers’classroom management.4. control the kindergarten class size.