How The Teacher’s Supportive Strategies To Promote The Child’s Approach To Learning Development

Through qualitative research and quantitative research with the network questionnaire,observing in the kindergarten and interviewing,this study analyses the process,types and formation mechanism of the ‘approach to learning-supportive strategies’ in the teacher-child interaction scene.It is found by the network questionnaire and interviewing into preschool teachers’ cognition,value,strategies about child’s approach to learning:firstly, though most expressed that they had learned something about the child’s approach to learning,they only understood one side and not deeply;secondly, in the process of practical teaching,they didn’t attach enough importance to it and didn’t set goals in the educational process;thirdly, there are large differences between theoretical research results and practical level of investigation results.When qualitative analysis is taken into account,we draw several conclusion:In the first place,the author finds that the teachers ‘approach to learning-supportive strategies’ composes of criterions,children’sbehavior,targeted behavior,methods,teachers and children.The author also concludes the process of it. In the next place, from three angles:the original level of child’s approach to learning,the number of supportive objects and the content of child’s approaches to learning.And combined with the cases,the author put forward some suggestions.At last,the author induces that the formation mechanism of ‘approach to learning-supportive strategies’.