Research On Teacher's Observation Behavior In Kindergarten Regional Activities Based On Spectrum Project

With the continuous attention of the society in the field of preschool education,the construction of the teaching staff has become an important aspect that cannot be ignored.The professional quality of teachers affects the quality of kindergartens as a whole,and the ability of teachers to observe as a necessary skill for teachers' professional literacy cannot be ignored.At present,the lack of teacher observation behavior and the low efficiency of teacher observation in game activities occur from time to time.Regional activities are one of the essential game activities for young children,and they are inseparable from the observation of teachers.Teachers observe the children in different areas.The game situation helps teachers to better understand children' s evaluation of children.Therefore,the observational behavior of teachers in regional activities deserves further attention and research.This paper takes the D kindergarten teachers in Yanji City as the research object,and uses the research methods such as literature method,observation method and interview method to investigate the research objects.In the novice teacher,the backbone teacher and the middle-level leader,a total of 6 teachers were interviewed,and the specific observation behaviors of the 6 teachers in the regional activities were followed and observed,combined with the "Regional Activity Observation Record Form"filled out by the teacher,to D.There is a basic understanding of the status quo of teacher observation behavior in kindergarten regional activities.Through the investigation of the status quo of teacher observation behavior in the D kindergarten area activities in Yanji City,it is found that the main problems of the teachers in the observation behavior are:(1)the lack of planning,the goal of separation from the activity target,and no specific observation content.Lack of observation focus.(2)Observing the implementation aspect neglects the development of individual children' s abilities and lacks the understanding and application of various observation tools and observation methods.(3)The recording method is too single,and the recording points are not clear.The recording language is too short,the description is not comprehensive,and it is too formal.(4)Reflection on the surface,it is difficult to dig deeper knowledge.According to the analysis of the status quo and influencing factors of teacher observation behavior in the D kindergarten regional activities in Yanji City,the paper draws the following conclusions:(1)The lack of professional knowledge reserves is not conducive to the teacher' s observation plan in regional activities.(2)Low professional ability is not conducive to observation and implementation.(3)The lack of professionalism has a negative impact on observation behavior.(4)The ratio of teachers to children is too low,and the observation behavior is adversely affected.(5)Kindergarten rules and regulations restrict observation and implementation.(6)On-the-job training affects teacher observation behavior.(7)The kindergarten values the teacher ' s observations in regional activities,but the overall observational behavior of teachers is at a general level.On this basis,the following suggestions are proposed:(1)Awakening the role of the "researcher" of the teacher and clearly improving the regional activity observation plan.(2)Pay attention to the cultivation of teachers' professional quality and enhance teachers' practical skills.(3)Enrich and innovate a variety of observation and record methods,and support teachers to observe behavior.(4)Create a child-specific "document file" to enhance teachers' ability to observe reflection and evaluate activities.(5)Kindergarten optimizes management system and encourages teachers to observe behavior.