The Research Of Teacher's Interventional Guidance In Area Activity Of Kindergarten Top Class

Playing game is the children's nature,and the children explore the world and perform active learning through games.But the occurrence,maintenance and promotion of children game and its full play of development value,educational value can' t be separated from adult's support and guidance.Area activity is one of the main types of game,and the teacher plays a very important role in children's area activities.Only when the teacher chooses supportive way and strategy to.intervene the children's game at the right time can children's experience be enriched and their level be improved.Based on the literature method and relevant researches,6 teachers intervention of construction area activities in C kindergarten's top class of Changsha city by using qualitative research method.Based on the observation,this paper sorts and analyzes the teachers' intervention process,finally,reflects teachers' intervention in the construction area activities,and puts forward suggestions.This paper contains 4 chapters.Chapter one is the introduction,mainly including the question showing,concept definition,research significance,theoretical basis,domestic and foreign literature review and research purpose and method.Chapter two involves the present condition of teacher's intervention guidance of construction area activity in top class.This chapter mainly include the observation of typical examples of construction area activity in top class,these activities are in High Scope course which contain three step:plan,do,review.The teacher's intervention guidance in the activity are described in detail,and the process of the teacher's intervention guidance are presented.Chapter three involves the problem and reason of intervention guidance of construction area activity in top class.Based on the typical examples in chapter two,this chapter describe the problems in the teachers' intervention guidance such as:excessive or lack of intervention guidance,the time of intervention guidance and the method of intervention guidance.The main reasons to these teacher's problems are:lack of understanding of intervention guidance,lack of capability in observe and analyze children,lack of knowledge and skill of construction.Chapter four involves the reflection of teachers' intervention guidance.In the perspective of how to optimize the teacher's intervention guidance,the key point and effective measures of teacher's intervention guidance are put forward.