Teachers In The Outdoor Independent Games In Kindergartens Effectively Intervened In Research

In recent years,the outdoor independent game is one of the forms of the games adopted by the kindergarten since it can promote the development of children’s autonomy,attention,interest and other aspects.Teacher’s involvement in children’s outdoor games can promote both the development of children’s subjectivity and teacher’s professional level.However,teacher’s intervention is usually not at the appropriate time when guiding children’s outdoor games.It mainly displays in the following four aspects.The first is that the teacher often randomly involves in children’s games,such as destroying or interrupting children’s games.The second is that the form of intervention is tedious,that is,the teacher usually involve in games with an identity of an authority destructing children’s rhythm and content.The third is that the intervention method is very poor,that is,teachers can’t instruct children’s games well since their methods are relatively simple.The last is that the intervention is ineffective,that is,teacher can’t guide children’s games after involved.Therefore,this research takes 3 kindergartens in Jinan city as an example to analyze the problems existing in the intervention and the causes of the problems and hence to provides corresponding suggestions and solutions for teachers and kindergartens.This study consists of the following 3 chapters.Chapter 1 is an overview of the kindergarten outdoor independent games and teacher’s effective intervention.It mainly defines some core concepts such as outdoor games,independent games,outdoor independent games and teacher’s effective intervention,etc.It also expounds some features of independent games in kindergarten,including the time and space of games,the openness of materials,the equality of game opportunity,the impendence of game subject,the initiative of game subject and the creative features of game subject,etc.Furthermore,it analyzes the value of teacher’s effective involvement to promote the development of children subjectivity and improve teacher’s professional level.Chapter 2 is mainly to analyze the existing problems of 60 teachers’ effective intervention in outdoor independent games of three kindergartens and the attributions to the problems.From the perspective of effective gentleman of teachers involved in outdoor games,it proposes a few existing problems,for example,the teacher’s effective interventional consciousness is not strong,the intervention timing not appropriate,the forms of intervention tedious,the intervention method poor and theintervention ineffective,etc.It also provides the attributions to the problems above from both the teacher and the kindergarten levels.Linking the theory with practice,Chapter 3 proposes the solutions to teacher’s effective intervention in kindergarten outdoor independent games.Mainly from the value and consciousness of effective intervention,teacher’s ability of effective intervention and support conditions for teacher’s effective intervention,it proposes the following 10 strategies,mainly including understanding the importance of effective intervention,enhancing the consciousness of effective intervention,grasping the timing of intervention,selecting appropriate ways to involve in games,flexible using methods to involve in games,exerting children’s subjectivity during involving,encouraging evaluation during intervention,flexible using education wisdom,kindergarten director’s attention and guidance for effective intervention,and providing training to improve the teacher’s ability of effective involving.