The Study On The Guidence Of Teacher In Kindergarten Construvtive Play

This study takes the central kindergarten in B town as the educational site for research, takes three teachers in the central kindergarten in B town as the research object, and uses the observational method, interviewing method and physical collection method in research. The study is based on the practice of education in kindergarten, describes and analyzes the basic present situation for teacher’s guidance in kindergarten constructive play, including the preparation stage, implementation stage and termination stage of play. Then the study points out the existing problems of teacher’s guidance in kindergarten constructive play. At last, the study puts forward the corresponding educational suggestions according to the existing problems.The study points out the existing problems of teacher’s guidance in kindergarten constructive play through the analysis of the present situation:First is that the inadequate conditions of the play activities; Second is that the teacher’s guidance frequency is on the low side, and the phenomenon of indulging is serious; Third is that the proportion of the teacher’s guidance way is out of tune; Forth is that the lower proportion of teacher guidance’s positive effect; Fifth is that the evaluation way is relatively single, and the evaluation content lack of depth. Then the study puts forward the following suggestions according to the existing problems of teacher’s guidance in kindergarten constructive play:First is that preparing fully for the play, so as to provide conditions for the play; Second is that making sure the necessity of the guidance, and increasing the guidance frequency; Third is that improving the quality of observation, and choosing the appropriate way on the basis of this; Forth is that reflecting in the guidance,and improving the effectiveness of play guidance; Fifth is that grasping the evaluation stage well to promote the realization of the value of the play.