| Kindergarten science education,as one of the five major fields of kindergarten,is an indispensable part of early childhood education.In kindergarten science education,the quality of teacher response directly affects the direction of the classroom and the effectiveness of teaching.At present,there is very little research on teacher response behavior in scientific activities.Therefore,it is of great theoretical and practical significance for the study of teacher response behavior in middle school science activities.This article mainly adopts the literature method,observation method and interview method.On the basis of combing domestic and foreign literatures related to teacher response and scientific activities,find the research perspective of scientific activities and observe and study the teacher’s response behavior in the scientific activities in middle class.Based on the observed results,the problems of teachers’ response behaviors were identified,and then the causes were analyzed.Finally,the corresponding adjustment strategies were proposed.The study is divided into five parts:Chapter One Introduction.It mainly expounds the issues raised,the significance of research,the literature review,the definition of related concepts,the corresponding theoretical basis for this study,and the research and design.The second chapter: the observation and analysis of the teacher’s response behavior in the scientific activities in the middle class.It mainly analyzes the observation results from three aspects: the different initiators of teacher response behavior,the orientation of teacher response behavior and the type of teacher response behavior.The third chapter: Problems existed in teachers’ response behavior in the scientific activities in middle school.From the observation and analysis in the second chapter,we found that there are six major problems in teacher response behavior: when the teacher initiates a response,it replaces the child’s subjective status;when the teacher responds,it cannot treat the whole class fairly;the teacher perfunctory praises many,Less praise for learning quality;teachers respond to requests more orders,ignoring children’s interest in learning;teachers have less positive non-verbal responses,lack of emotional input;teachers use less developmental responses.The fourth chapter: Analysis of the causes of the problems in teachers’ response behaviors in the scientific activities of middle class.Mainly from the scientific activities,kindergartens,teachers,and children at the four levels of analysis,mainly reflected in the content of scientific activities is more difficult;set more scientific activities;class teacher-to-child ratio imbalance;kindergarten education evaluation system exists bias;teacher education Deviations between concepts and practical teaching;teachers’ lack of scientific knowledge;teachers lack of flexible educational wisdom;children’s self-control ability is poor;The fifth chapter: Adjusting Countermeasures of Teachers’ Response Behavior in Middle School Science Activities.Based on the analysis of the problems and causes of teachers’ response behaviors in the middle class science activities,the following strategies were specifically proposed: first,teachers should establish correct educational concepts;second,use a variety of teaching organization forms flexibly;third,many Praise children’s learning quality and reduce perfunctory praise;Fourth,use flexible non-verbal responses flexibly and strengthen positive emotional input;Fifth,Teachers should strengthen the use of extended responses. |
PDF Full Text Request