A Study On The Observation Ability Of Teachers In Public Kindergarten

With the deepening of basic education reform, people gradually realize that the professional development of teachers is the key to educational reform, 2001 government promulgate the Kindergarten Education Guidelines (Trial) make the reform of kindergarten education in China into a new stage,Promote the professional development of kindergarten teachers has become an important strategy to deepen the reform of early childhood education. Now early childhood education reform concerns children’s own experience,emphasizing individual differences,This requires kindergarten teachers to consciously carry out a serious and sustained observation of young children,therefore, paying attention to kindergarten teachers’ ability to observe is the requirements of education reform, but also is an important way to promote the professional development.The game is the basic activity of kindergarten, block game is a kind of kindergarten creative game.In the building blocks game, the child according to their own wishes to choose the building theme, use building blocks to do create activities.Due to the unpredictability of the game, the observation of the kindergarten teachers in the building blocks is different from that of the teaching activities and life, and the teachers’ ability to observe is higher.Improve the ability of observation to help teachers better interpret the behavior of young children and evaluate each child scientifically and objectively.In this study, the questionnaire survey method and interview method were used to investigate the kindergarten teachers in some public parks in Wuhan.First, through the analysis of the recovery data, the following conclusions are drawn:In Wuhan, kindergarten teachers in the building blocks of the game to observe the ability of children at a high level,among the four sub-dimensions of observing ability, the ability to observe the record is low,the other sub-dimensional ability at a high level; through differences analysis of the different age, education, title, kindergarten level, there were no significant differences in the ability of game observation between teachers of different ages and different teaching classes, education, title, kindergarten level on the teacher’s ability to observe the game is more significant. Secondly, the author combined with the interview information of kindergarten teachers, from the pre-service education, kindergarten teachers themselves and kindergartens three aspects to analyze the factors.Finally, through the further analysis and thinking of the research results, the author puts forwardthe corresponding suggestions and strategies from the aspects of teachers ’pre-service education, kindergarten and teachers’ personal aspects, and make full use of the ability to improve the observation ability of kindergarten teachers.