Study Of Teacher Guidance Strategies In Regional Activities

Regional activity refers to taking full account of the age characteristics of preschool children,taking play as the main activity,providing a variety of materials to satisfy the individuation of young children,so that children can acquire cognition,emotion and sociality through regional play activities.The development of language,etc.Regional activities focus on the autonomy of children,according to their own preferences,children can freely choose areas of interest,materials,peers and so on,for the development of children to provide a good platfonn.The effective guidance of teachers in the regional activities of young children is conducive to the smooth development of the game.The timely and appropriate guidance of teachers can dig the depth of play,improve the level of children undefineds play,and promote the good interaction between children and regional environment,materials and peers.So as to promote the development of young children.It is of great significance to study teachers undefined guiding strategies in regional activities to improve the level of kindergarten regional activities.In this study,11 classes(including 3 small classes,5 middle classes and 3 large classes)in A Kindergarten were used as the research site,and self-compiled "teacher guidance Strategy observation record Table in Regional activities" was used in this study.The instruction behavior of 11 teachers in class was observed.The regional activities in this study refer to the activities of each class indoor area,including the role area,the construction area,the art area,the educational area,the book area,the performance area and other regions(such as the chess area of the tea art area).The specific observation dimension is the guiding opportunity,the guiding role,the guiding way,the guiding content and the guiding effect.This study collected 176 cases of regional activities,including 164 cases of teacher-directed behavior.On this basis,5 teachers are selected to conduct in-depth interviews,hoping to make a supplement to the observed teacher guidance behavior through interviews,to understand teachers undefined understanding of regional activities and the reasons and basis for the selection of guidance strategies.To explore the differences between different regions and grades of teachers undefined guiding strategies.The study found that:in the overall characteristics of teacher guidance strategies in early childhood regional activities:from different grades,there are more cases of middle class guidance;from different regions,there are more cases of teacher guidance in role areas;generally speaking,the park attaches importance to regional activities.The frequency of teacher guidance is high,and the frequency of instruction opportunity is higher in guiding strategies.Among the differences of teacher guidance strategies in different regions:there are significant differences in the role areas among the five guiding strategies.Among the differences in guiding strategies of different grades,the instruction times of "lack of children undefineds skills" and "teachers undefined difficult to understand children undefineds play behavior" are higher in guiding time,and the guiding role of teachers in different grades is mainly educators.The fusion of educator and player is the second,the role of player is the least;the difference of teacher undefineds guiding role will affect the effect of instruction,mainly positive guidance;the content of teacher undefineds instruction is mainly"cognitive aspect" and "social aspect".For the emotional attitude of young children less guidance;small class "general guidance" mode teacher guidance is higher;the middle class "director control" guidance times are more;large class "deep response"mode teacher guidance times are higher.The following conclusions are therefore drawn:(1)Most regional activities have teacher guidance;(2)About guidance strategies,the frequency of the most frequent occurrence of guidance;(3)About different regions of the imbalance of teacher guidance,guidance behavior occurs in the role area;(4)With the increase of young children's age,The teacher guidance way pays more attention to the deep response way.In view of the above conclusions,this study puts forward the following suggestions:(1)Teachers undefined guidance in regional activities should take care of all regions,and teachers should improve their attention to other areas(such as chess and art areas and tea displays);(2)The guidance of teachers in regional activities should be timely and appropriate;(3)The role of teachers should be defined in regional activities;(4)Teachers should pay more attention to emotional aspects.