A Study On The Observation Ability Of Preschool Teachers In Regional Activities

In recent years,the professional literacy of early-school teachers has become an important topic of the attention of the scholars,and the ability of the teachers to observe is an important part of the professional accomplishment of early-schoolteachers.Regional activity is an important form of child's daily activities.The observation ability of early-school teachers in the development of regional activities is a reflection of the professional accomplishment of early-school teachers,which has an important influence on the overall development of young children and the improvement of the quality of pre-school education.In this study,the literature method is used to review and sort out the relevant literature on regional activities,observation ability,kindergarten teachers' observation ability and preschool teachers' observation ability in regional activities;In this study,the five dimensions of the observation ability of preschool teachers in regional activities,namely,the ability to determine observation objectives,the ability to use observation methods,and the ability to observe and record.The ability to analyze the results of observation and the ability to put forward educational strategies were investigated by questionnaire.The ability of preschool teachers to put forward educational strategies in regional activities was observed by means of observation method,and anecdotal recording method was used to observe and record the situation,and text analysis was used to analyze the regional activities of preschool teachers.The ability of the observation record and the ability of analyzing the observation results are analyzed;on the basis of the above survey,it is concluded that the observation capacity of the early-school teacher in the regional activity is the middle level,but the ability to use the observation method and the ability to conduct the observation record are relatively low,The difference analysis of different teachers in the aspects of age,school age,academic background,professional title,kindergarten class,kindergarten character,teaching class and so on is obtained: the observation ability of the teachers in different teaching classes is not significantly different in the regional activity,and the different ages,the teaching age,Pre-school teachers with educational background,professional title,kindergarten class and kindergarten character are in the area The observed ability in the activity showed a significant difference.Through the interview of the teacher of the kindergarten,the author analyses the collected data information,and the main factors that affect the ability of the early-school teachers to observe in the regional activity mainly include the kindergarten teachers themselves,the kindergarten and the pre-school teachers' pre-service education.According to the factors that influence the observing ability of preschool teachers,combined with the relevant theory and literature,this study suggests as follows: change the teachers' observation attitude,study the relevant theories,and strive for favorable conditions for observation;Improve kindergarten management system,carry out observation theory and skills training,and form an atmosphere of paying attention to teachers' observation;In order to make students fully understand the physical and mental development of children,strengthen the construction of double teachers,help students to improve the skills and abilities of children's behavior observation and assessment,and take the observation of children as the emphasis of practice.