A Study On The Current Situation Of Teachers' Application Of Learning Story

Learning story originated in New Zealand as a way of early childhood development,produced in the early education environment,by the New Zealand scholar Margaret Carr and her team,is widely used in New Zealand kindergarten and primary school,after As a way for early education practitioners and researchers in many countries,including Britain,Sweden,Denmark,Iceland,Norway and Saudi Arabia.Learning story adhering to the children have the ability,self-confidence of the initiative learners concept,the scientific and healthy children into the evaluation of children's development,which is China's 3-6 year old children's learning and development guide.The concept of consistent,so in recent years,learning story has been the concern of our preschool educators,apply it to kindergarten practice,and its related research.It is found that the relevant research is still in the stage of theoretical exploration,and the research on how to apply it in practice and solve the problems in the current practice is relatively few.As an important evaluation subject in learning story,teachers play an important role in the understanding and implementation of "learning story,but learning story has just introduced our country,how do teachers use learning story to promote the study of children still need to be resolved.In this study,the use of case analysis,interview and observation methods and other research methods,through a kindergarten learning story text and a learning story contest text analysis,the kindergarten teachers to observe and interview,showing the current Teachers to use the learning story to promote the status of early childhood learning,and analysis,based on learning story related to the relevant strategies to help teachers to better use the learning story to promote children's learning,so that children get better physical and mental development of.This study consists of five parts:The first part: research origin.From the research origin,research significance,literature review,research methods of the four aspects of the article were introduced and combed.The second part: teachers use learning story to promote the status of early childhood learning.From the learning story of the three components: attention,identification,response to the three parts of the analysis.The third part: the use of learning story to promote children's learning problemsand the reasons for the analysis.The main question of the response to the analysis,the specific part of the response to the lack of part of the response to the lack of supporters,a single response,the response to the lack of targeted,and for these reasons for the analysis.The fourth part: the current teachers to use learning story to promote early childhood learning problems in the process of countermeasures.Based on the above,put forward the corresponding countermeasures.The fifth part : Research reflection.The implementation of the learning story requires not only the efforts of teachers,but also the support of other forces,the proposed part of the kindergarten and parents from the perspective of the relevant recommendations.