The Case Study On The Role Play Guidance Decision-making Of Novice And Proficient Teachers In Kindergarten Preschool Education

The kindergarten takes the game as the basic activity.As one of the important types of games,role play is of great value to children's development in many aspects.However,teachers are confused in the practice of role-play guidance and couldn't achieve good results,which affects the value of the role play.Based on existing researches,most studies on teachers' game guidance still focus on the teachers' explicit guiding behavior.However,since the 1970s,with the decline of behaviorism,teachers' decision-making as a bridge and link between teachers' teaching behavior and cognitive thinking has gradually entered the researcher's view and obtained.substantial results in the fields of teacher's curriculum decision-making,teaching decision-making and so on.In this study,the concept of decision-making is introduced into the field of game guidance.and the concept of role play guidance decision-making is put forward,and the game guidance of teachers is discussed from the perspective of decision-making.In this research,a case study was used to select one novice and one proficient teacher in the same middle class of a kindergarten in Hangzhou.The data were obtained through on-the-spot observation,interviews and physical acquisition,and the data were analyzed under the guidance of grounded theory.Through the comparison of two teachers' role play guidance decision-making,the following conclusions are drawn:1.On the common ground:(1)Both teachers have set up certain "routine" in role play guidance decision-making.When teachers face situations which often encounter in games,they tend to rely on the methods they have previously adopted and been certified as successful.The "routine" of the case teachers is mainly embodied as the process of organizing role play and,the maintenance of rules.(2)In decision-making,both teachers regard their guidance as the basis of children'free play.While recognizing the autonomy of role play,the two teachers also believe that children need to be guided before they start their own games,so as to lay a good foundation for children to play.(3)Both teachers' role play guidance decision-making have the feature of"reflection-in-action".Instead of copying the existing theories,the two teachers use personal practical knowledge to continuously deepen their understanding of the situation based on the reaction of young children and timely adjust their guiding strategies.2.In different aspects:(1)Novice teachers make more use of rigid game instruction than proficient teachers in decision-making,which may be related to that novice teachers often adopt behavioral-style classroom management and male teachers' management intensity is often higher than female teachers.(2)The.proficient teacher has established more decision-making "routine.”From a broad perspective of knowledge,one possible reason is that the proficient teacher is more aware of constructing procedural knowledge.(3)In the decision-making of new problems,the proficient teacher is more likely to mobilize the cases of previous storage,which belongs to the case-based reasoning of problem solving from the perspective of cognitive science.(4)The proficient teacher's analysis of the problem is more comprehensive and profound,which may be related to that the proficient teachers' practical knowledge is more abundant and it's structure is more reasonable.(5)In decision-making,the novice teacher is more active in seeking change than the proficient teacher.The novice teacher in the case,as one of the rare male in kindergarten,believes that the director of the kindergarten must hire him to make use of this unique characteristics.From the perspective of career development,he transformed this expectation into the practical knowledge about himself that "I want to be different from other female teachers",which further influenced his guidance to the game.Based on the above conclusions,this paper puts forward the following suggestions on how to promote the teacher's decision-making in role-play guidance from the perspective of pre-service education,post-service education and individual teachers:Firstly,enhance the situationality and practicality of pre-service teachers' role play guidance education,which includes using case teaching method to shorten the distance between the theory and practice of role play instruction,and pay more attention to the internship and internship guidance.Secondly,provide stratified post-service training for teachers in different stages of professional development,including helping novice teachers to accumulate "routine" and cases by focusing on more practical teacher training and helping proficient teachers to break the mindset through teacher training which encourages innovation;Finally,individual teachers are required to seek self-improvement actively.For example,teachers should actively carry out in-depth reflection,enrich cases and update"routine".In particular,the novice teachers should actively accumulate practical knowledge through mentoring.