Research On The Mechanism Of Teacher Guidance Strategy Generation In Regional Activities

Corner activity is a variety of activities that allow children to operate materials to obtain useful and diversified learning experiences by providing rich materials Which has important value on the development of the children.However, in the course of practice there are many problems such as lack of guidance, guidance of excessive ,drifting , the efficiency of guide is not high.Although the existing research talk about a lot of suggestions on the teacher guidance, only few people analyzed he teacher's dynamic psychological process and its' relationship with children.In this study, we selected two kindergartens in H and F of A County to observed the teacher's instruction in the activities by observation and interview. 91 regional activities, 300 teachers were collected and instructed which hoping to use the theory of Situation learning theory and Activity theory,combining with the characteristics of early childhood learning to analyze the mechanism of teacher guidance strategy including presents the basic situation of teacher guidance in area activities, clarify the basic elements of teacher guidance strategy and its' mutual relations,reveal the basic process of the generation guidance strategy, analyze the many elements that influence the generation of the guidance strategy.Which expected to provide some ideas for solving problems in practice.By analyzing the guidance of teachers in different situations, this paper points out that the situation of teachers' guidance mainly focus on Autonomous activity situation .The problem that teacher guide is not targeted and the guidance issue has nothing to do more with the problem.Teacher guidance strategies have a tendency:the different age and kindergartens both tend to using the strategy of guide.The guidance results show similarity.Children, problems, strategies and results are the core elements of the strategy,which interact with each other and constitute the generation mechanism of the guidance strategy.The mechanism of guiding the strategy is a complex, spiraling power cycle system:the child is the guide to generate the drive; The child and the problem together constitute the transmission of the guiding strategy , so that the guiding strategy can adapt to changes in the environment; The result is the signal to improved and complete the guidance of the strategy; Reflection, the purpose of activities, the purpose of guiding strategy have an important impact on the generating the guiding strategies . Through the analysis of cases, it is found that the process of generating the guidance strategy is going through five stages:Observing the situation and founding problem; Analyzing the problem including determining the purpose of the guide,and selecting the guidance strategy;Carrying out the strategy to produce the results; And the reflection. This study from the way that teacher into the situation , the degree that teacher analysis 's the situation, the relevance of the guidance strategy and the results derived two paths to generate the guidance strategy.Then the factors that influencing the formation of the guidance strategy are analyzed from three aspects: the Teacher 's professional accomplishment, the kindergarten' factors and kindergarten outside the factors.Finally, the following conclusions are drawn:First, the teacher 's professional accomplishment plays a decisive role in the process of guiding strategies; Second,A comprehensive and systematic analysis of the situation is the basis for the guidance strategy; Third the targeted strategy is the key to solving the problem;Fourth, Reflection is an important way to improve the guiding strategy; Fifth, the mechanism needs to create a further favorable external environment to generate the strategy. To this end, this study from different levels put forward the corresponding improvement proposals.