Research On Kindergarten Teachers' Recognition Of Children's Approaches To Learning

The importance and the value of approaches to learning in children's learning and development are increasingly recognized by scholars.Since The Guidelines to Learning and Development of Children Aged 3-6 which promulgated by Ministry of Education of China.Many researches focus on how to support and cultivate children's learning approaches,how to promote and develop it.Researcher think,only on the basis of kindergarten teachers' recognition of learning approaches can provide further support for children.Therefore,the purpose of this research is to explore the ability of kindergarten teachers to identify learning approaches.In this paper,the researcher choose a method based interview of video and clip the video which contains children's activities into 15 minutes and this video should include as many learning approaches as possible.Then,determining the approaches to learning in this video with graduate students,kindergarten teachers.Interviewed 63 teachers,they came from the first class kindergartens,the secondary kindergartens,level three kindergartens and the ordinary kindergartens in Chengdu.Based on the data from teachers,it is found that kindergarten teachers have recognition ability.Different kindergarten level,teaching age,educational level and whether the evaluation of professional titles have impacts on teachers to identify the approaches to learning.This paper mainly analyzes the number and content of teachers' recognition ability.First,the number of kindergarten teachers' recognition of the approaches to learning is generally less,most teachers focus on the identification of 2,3 and four of the approaches to learning.Among them,the teachers who can identify 2 approaches of learning are most.In other dimensions(kindergarten level,teaching age,professional title and educational level),there are specific differences.The average number of the first class kindergarten teachers' recognition of learning approaches is higher than the teachers came from other kindergartens;The number of teachers who work for 6-10 years is higher than other teachers';The number of teachers who have the title is higher than the number of teachers without title;The higher education level,the more the number of teachers to identify.Among them,the number of graduate teachers is the highest,the secondary school teachers are the least,Junior college degree or bachelor's degree teacher centered and the difference between them is small.Second,the identification of kindergarten teachers' learning approaches are not balanced.Identify the most for creative and imaginative,focused,try and explore,persistence,initiative,and interest,reflection,problem solving,happiness and habits less.Teachers of various dimensions recognize the unevenness in the content of learning approaches,and there are differences in the same learning approach at different latitudes.There are differences between number and content in the identification of learning approaches.There are three factors that affect the recognition ability of teachers.First,differences exist in kindergarten level,teaching age,professional title and educational level.Second,teachers' understanding of the learning approaches,including the concept,importance and so on.Third,teachers' attitude towards the children and teachers' professional accomplishment.Whether teachers are willing to discover and cultivate the approaches to learning,whether they have the ability to observe,identify and develop approaches.Therefore,we should strengthen the training of teachers,enhance the understanding of teachers' learning approaches and improve the teachers' professional accomplishment.