The Influence Of "Learning Story" On Self-Concept Of Children In Senior Kindergarten Classes

With the gradual understanding and practice of the “learning stories”,more and more people are concerned about the significance of the “learning stories” evaluation system to the reform of China's preschool education.Studies shows that “learning stories”can helps children to form a healthy and positive self concept.However,the intervention study of“learning stories” is still immature,and there is little empirical research on the effect of“learning stories” on children's development.This study aim to through “learning stories”intervene action to explored whether “learning stories” can promoted children's self-concept development.This experiment choosing two senior classes from different kindergarten and two class teachers in the experimental group as the object of study.The educational practice of“learning stories” was carried out in the experimental group,and the extended activities were created to meet the children's ability and needs,while the control group did not intervene in the related of “learning stories”.<The children's self-concept survey>was used as a measuring tool to analyze whether the self-concept of the young children in the experimental group will be different when the teachers used the “learning stories” education intervention.The results show that teachers' use of “learning stories” evaluation system can he lp the development of children's self-concept,especially for the development of childre n's social acceptance of self-concept.“Learning stories” has a certain gender difference in the impact of the development of children's self-concept,and the promotion effect is better for boys.With the help of “learning stories”,the researchers regain the pro fessional beliefs of kindergarten teachers;changing their views on children,teachers,and learning development;promoting the professional level of kindergarten teachers.The r esearcher have summarized the mechanism of “learning stories”.That is developmental evaluation,multiple evaluation,individualized education,positive interaction between te achers and children,and scaffolding instruction.Finally,by reflecting on the specific p roblems of “learning stories” intervention,first of all,it puts forward some suggestions for preschool teachers.That are keep their curiosity about children,explore the divers ified forms of “learning stories”,reduce gender stereotypes,harmonization of violence,and attach importance to the problems of traditional culture and life education.Second ly to the management of kindergartens.Some suggestions are put forward,such as ch anging kindergarten culture,changing the form of home cooperation,holding diverse “le arning story” teaching and research activities.