A Case Study On The Preschool Teacher's Guide Stragies During Children's Mathematical Learning In The Regional Activities

Teacher plays a supporter,a collaborator and a mentor role in early childhood learning,and a pivotal role in the process of children's learning and development.A case study was conducted to choose teacher“s”in senior class of kindergarten in Changsha as an object of the study,and we observed the whole process of children's mathematical learning in the role play area,blocks construction area and operation area that 20 live videos were selected from 30 filmed live videos for analysis.First,the emotional atmosphere of teacher-child interaction,activity structure and teacher orientation in the regional activities that are guided by S teacher were investigated by using the Flnaders Inteacrtion Analysis System(FIAS).Then,using the method of qualitative analysis to deeply discuss the of children's mathematics learning in regional activities,analyzing how are the teacher's guide stragies in children's mathematics learning in the role play area,blocks construction area and operation area,And generalizing their common characteristics and personality characteristics and formative factors;In the end,making recommendations to the teacher ' s guide stragies on children's mathematics learning in regional activities.The results as follows:the emotional atmosphere of teacher-child interaction is harmonious that teachers usually take the ways ofacception,encouragement and praisement to enhance the level of teacher-child interaction;Activities are generated by both of teachers and children,and regarding the children as the principal part in the activity;Teachers have a positive indirect effect on young children;The common features of S teacher's guiding strategy in the children's mathematics learning in the three kinds of regional activities including that the guidance content is maily to help young children get the key experience of mathematics;the way of guidance is mainly based on indirect guidance;Instruction is given priority to with advice and inquiry;The guiding process embodies the pedagogical learning trajectory.The personality characteristics of S teachers' guiding strategies in children's mathematics learning in the three regional activities including that the role play area embodies the integration of the performance and the mathematical concepts;The block construction area reflects the integration of the symbolic and the space concepts in early childhood;The operation area embodies the regularity and the decomposision and combination of the number.