A Study On Teachers' Guiding Behavior In Kindergarten Middle Class Performance Games

Thematic-fantasy play is an important part of creative games in kindergartens.They h ave a profound influence on children's language,thinking and imagination.Middle class ch ildren have their own ideas and are more willing to express themselves than small classes.The ability of language expression and action coordination is stronger,compared with the large class,the children in the middle class are weak in their creative ability and consciou sness.Teachers' guidance to the children in the middle class can not only help the childre n to improve the level of the performance games,but also to improve the performance ab ility of the children.But also can promote their own professional development.At present,most of the research is a superficial description of the present situation of children's?This study mainly uses non-participatory observation to analyze teachers' guiding beha vior in five middle class performance games in S Kindergarten.A total of 353 teacher gui dance behavior events were collected.And using the combination of structural and non-str uctural methods to interview the middle class teachers to find the causes of the problem.From the guidance frequency,initiator,guiding identity,guiding the theme,guiding the spe cific way,The emotional state and the result of instruction show the basic situation of the teacher's guiding behavior in the middle class performance game.The result shows that th e teacher's instruction frequency is higher,and the teacher's instruction is mostly as an ed ucator.The guiding theme focuses on routine and early childhood language development,Language guidance is mainly used in the instruction mode,which mainly shows the positi ve response of the children after the neutral emotional state guidance.It is pointed out that the main problems of teacher guidance are that teachers' guidan ce tends to be highly controlled,that there is a deviation between the concept and practic e of teachers' guiding identity,and that the presupposition of teachers' guiding themes is t oo high.Teachers lack of advice and encouragement and improper use of guidance langua ge,teachers' enthusiasm and enthusiasm for guidance are not high.The reason is that teac hers lack a deep understanding of the nature of play,teachers' traditional guidance concept is deep-rooted,and teachers' traditional guidance concept is deeply rooted.Teachers' evalua tion of children's performance ability and potential is too low,and teachers' lack of adjust ment to their own emotions.Finally,from the teacher level,the author puts forward that t eachers should strengthen the theoretical construction of the concept of performance.