The Teaching Support Research Of Novice Preschool Teachers In Picture Book Teaching

With the issuance and implementation of national policies,preschool education has received a lot of attention.The quality of preschool education has received much attention.Promoting the professional growth of preschool teachers is the key to improving the quality of preschool education.The quality of teacher-child interaction can clearly reflect the quality of pre-school education,and is widely studied and applied to theory and practice,but related research shows that the teaching support in teacher-child interaction is not satisfactory.If the training teachers have corresponding teaching support training from the beginning,it will be more effective to form a stable teaching style for the novice preschool teachers.Therefore,this study aims to describe the current situation of teaching support for novice preschool teachers,to accurately locate the specific problems of teaching support,to examine the factors affecting the level of teaching support,and to propose relevant improvements.This study helps novice preschool teachers to be self-aware and provide directions and reference content for the induction training of novice preschool teachers.This study used the teaching support field in the CLASS evaluation system to score the teaching support evaluation of 32 novice preschool teachers in Sichuan Province and conducted random interviews on the subjects.On this basis,the three typical novice teachers were deeply observed.And interviews.The scores were statistically analyzed using SPSS 22.0 and the differences in background factors were analyzed.The results show that: Firstly,The overall level of teaching support for novice preschool teachers is low,the mean value of teaching support is M=2.46,which is smaller than the average value of normal water M=3.5.Secondly,There is a strong correlation between the three-dimensional degree of teaching support for novice preschool teachers.Thirdly,The teaching support of novice preschool teachers is significantly different in the natural variables of kindergarten nature;the training experience variables have significant differences in the two dimensions of feedback quality and language demonstration;the professional background variables have significant differences in the language demonstration dimension;no obviously different between Education and Whether it is fixed.The specific problems of novice kindergarten teachers' teaching support in picture book teaching are mainly reflected in: lack of conceptual integration;insufficient opportunities for children's creation and performance;lack of analysis and reasoning activities;lack of application to real life;feedback is not targeted;lack of support;Provide information difficulties;lack of feedback;Behavior lacks language description;The change is not rich;the problem of closure;the lack of opportunities to create peer exchanges.The influencing factors of the teaching support of typical novice preschool teachers in this study: teacher concept,understanding of picture book teaching,professional knowledge and teaching skills,teacher reflection,training,nature of the park,picture book teaching content.Strategies to improve the teaching support of novice preschool teachers: pay attention to the interpretation of picture books,promote the development of children's concepts;master the written language of picture books,improve the ability of language expression;think about the value of picture books,improve the quality of feedback;Practice the teaching theory of picture books;strengthen the training of teaching skills.