Study On Preschool Teachers’ Teaching Behavior In The Early Reading Teaching

Reading is the basis for people to learn, individual reading ability is not only the important manifestation of academic achievement, but also the basic conditions that individuals are competent for the position in the future. Early reading for young children, it can cultivate their keen interest in learning and good study habits, and also help children’s observation, imagination, judgment, reasoning, the development of the language expression ability and so on, these lay a good foundation for children to become a successful readers, and they can also become the beginning of lifelong learners. Teachers as the direct participants and guides of early reading teaching activities, their teaching behaviors are the core and key of teaching to implement. Nine teachers engaged in early reading teaching are objects of study. This study uses the methods such as observation, interview to present situation and the existing problems kindergarten teachers’ teaching behaviors in the early reading teaching, and then analyses the reason of these problems and puts forward corresponding strategies and Suggestions.The result shows that the early reading teaching activities in kindergarten, teachers attach importance to in order to the traditional way of teaching, leading behaviors appear too much; Teachers lack of listening to children, teachers’ guide is hard to meet the personalized requirements of young children’development;Teachers’ evaluation and feedback for the young children’ read results is in the least frequency.This study analyzes the influence factors affecting the kindergarten teachers’ teaching behaviors in the early reading. From microscopic level, mainly factor is the teacher’s personal factor, including teachers’ early reading teaching concept, teachers’ teaching tact and teachers’ professional ability during early reading teaching. Preschool teachers’ teaching concept is the internal motivation, this directs impact on teachers’ teaching behaviors in the teacher’s teaching practice. Teachers’ teaching tact determines the level of teacher’s professional, is to improve the inner power of teacher’s teaching behavior. Teacher’s professional ability is the necessary condition to guarantee the complete early reading teaching; From the medium level, mainly refers to the kindergarten, including support of director, effective development of teaching and researching activities, strengthening of Home-kindergarten cooperation. These factors is the inexhaustible driving force to improve teachers’ behaviors in reading teaching; Finally, the macro level, mainly refers to the government’s policy guarantee and support for early reading. The government’s policy guarantee and support for early reading is external security conditions to promote teachers to improve reading teaching behaviors.Based on this analysis, this paper puts forward Suggestions to improve the teacher’s teaching behaviors in kindergarten early reading. First of all, for the teachers themselves, on the one hand, teachers should set up concept of integrated reading teaching, help children complete knowledge construction; On the other hand, teachers should improve their professional level in reading teaching, pay attention to the needs of the children. Secondly, the kindergarten should strengthen the construction of teaching and research system, promote teacher’s professional development. Finally, to rise to the state and government level, government should formulate detailed standard of early reading and elevate the status of early reading teaching.