A Case Study On Teaching Style Of The Municipal Backbone Teachers In Kindergarten

With the advance of the curriculum reform of basic education, the quality of teachers needs to meet higher requirements and the education and development of teachers are becoming more and more important. With the reform of curriculum, the research of teachers’ teaching style has been paid gradual attention. Teaching style means in the long-term teaching practice, Teachers have gradually formed the unique combination of the effective teaching viewpoint, teaching skills and teaching style. The teaching style is the symbol of the individual and the steady state of the teaching art.This paper focuses on the teaching style of four backbone kindergarten teachers. They are Mrs. Lan; Mrs. Li; Mrs. Wu; Mrs. Zhang. Firstly, by observation method and case analysis method, combining typical classroom records and interview, their consistent style has been presented and judged. Mrs. Lan’s teaching style tends to be emotional, elegant and gentle. Mrs. Li’s teaching style tends to be directed. Mrs. Wu’s teaching style tends to be gentle and emotional. Secondly, by interviewing, the formation path and influencing factors of their teaching style can be analyzed accurately. Mrs. Lan’s teaching style experiences observing learning, hard exploration and scientific research. Mrs. Li’s teaching style experiences independent, confident, self-conscious and introspective. Mrs. Wu’s teaching style experiences affinity and challenge, opportunity and exploration, ideals and persistence. Mrs. Zhang’s teaching style experiences the course of “Life is education”. However, The influencing factors of teaching style include internal factors and external factors. The internal factors include love, strength, practice, learning and reflection. External factors include teaching philosophy, kindergarten, teacher groups and key figures. In the end, from the common characteristics of their teaching style, the formation of a unique teaching style requires a long and arduous process. Teachers’ subjective pursuit is an indispensable factor, which is the basis of analysis and discussion of the professional development of kindergarten teachers.