A Study Of Promoting Preschool Teacher's Guide Ability On Block Building Play

As one of creative games,block building play have structural,operational and stylistic features.Compared with other games,block building play has a significant role on improving children's mathematic logic thinking,imagination,creativtity and aesthetic ability.However,because lack of teachers' guidance,the value of block building play hadn't been effectively developed.In order to digging its value,firstly we have to grasp the current situation on teacher's guide ability.Secondly,it was necessary to explore the reasons.Thirdly,some measures should be taken to promote teacher's guide ability on block building plays.The study adopted action research paradigm,took 5 model kindergartens in Nanchang as the research objects and used literature method,observation method and interview method to investigate the status that preschool teachers guild block building play.On this basis,the researcher took N kindergarten as the object of action research and explored effective strategies to improve teacher's guide ability on block building play.The study included the following parts: the first part is the introduction which mainly introduced the reasons,overseas and domestic research status,the definition of core concepts,research significance,and research design.The second part introduced the current situation that teacher guided the block building play and analyzed the causes of the problems.The study found that preschool teachers had so many problems on guilding block building play.At the beginning of the game,the wall lacked educational functions because most of them was blank;game time wasn't as adequate as planned;the number of auxiliary materials was far more than blocks.In the main stage of the game,the teacher lacked varies observation methods and clear targets;teachers played more attention on the rules rather than construction skills;teachers used too many direct instructions and seldom used indirect instructions;teachers didn't participate in or highly controlled children's games.At the end of game,there were no teachers' or childrens' comments;teachers' reflection contents were thin and reflection carriers were rare.The researcher found the reasons from kindergarten and teacher.The third part introduced four strategies which wasadopted to enhance teacher' s guide ability on block building play.They were reading sharing method,participatory theoretical training method,system supporting method and practice reflection method.Research conclusions and reflections made up the fourth part.Study had proved that: the change of the game view,the proficiency on the construction techniques,the institutional support and Reasonable allocation on the game time was the basis,key,booster and shortcut to improve teacher' s guide ability on block building play.At the end of the article,author summarized teacher and children's changes that was caused by four strategies,stated the research dilemma and clarified the direction of future research.