A Research On Teachers’ Guiding Behavior In Large Class Art Teaching Activities

This study uses qualitative research methods to collect data through participation observation,on-site interviews,and literature review,and attempts to explore the concept definition,feature analysis,type description,and influencing factors of teacher-directed behaviors that occur in large-scale art teaching activities.When defining the concept of teacher-directed behavior in art teaching activities,the researcher defines the etymological interpretation of the "art teaching activities”and the connotation of“teacher-directed behavior”in the existing literature as:in the art teaching activities.In order to achieve certain teaching objectives,teachers directly,or indirectly,through language,posture,expression,action and non-verbal behavior Delivering art-related knowledge,skills,and tools to young children,or more in-depth teaching,information,and support.In addition,the behavior needs to have the following elements:First,teacher guidance occurs between the child and the teacher in the same situation,can be one-on-one guidance or group guidance,provided that there is a dual subject;second,to Teachers unilaterally help,suggest,and give guidance to young children.In this process,teachers can use language,non-verbal and language +non-verbal means.Third,a guiding behavioral event has its own unique Motivation and causes should be judged in specific situations.This research is mainly based on the situation under the art teaching activities,and the guidance in other fields is not within the scope of discussion.When summarizing the characteristics of teachers’ guiding behavior in the large-scale art teaching activities,the researchers analyzed the basic types and overall situation of the teacher’s guiding behavior.According to the situation of the teacher’s guiding behavior,it is divided into learning situational guidance and non-learning situational guidance;according to the content of the teacher’s guidance,it is divided into skill-based guidance and non-skilled guidance;according to the teacher’s guidance,it can be divided into:language guidance,Action guidance,language + action guidance.In addition,the researchers also examined the basic characteristics of the teacher’s guiding behavior in the large class art teaching activities:starting from the main body of the research,the guiding behavior is initiated by the teacher;from the content,the teacher guiding behavior is biased towards the knowledge and skill transfer;Teachers’ guiding behavior is the most common demonstration;from the perspective of diversity,each teacher’s focus is different.When investigating the influencing factors of teacher guidance behavior,the researchers found that it has something to do with both aspects.One is internal factors;the other is external factors.The former includes:the teacher’s understanding of the guidance,the teacher’s personal experience,the teacher’s educational concept,the teacher’s art literacy and the sense of responsibility of the"preaching" The latter covers:individual differences in young children,the intrinsic needs of young children,the constraints of the social environment,the potential impact of culture and the level of family support.Finally,based on the above conclusions,the researchers proposed:correct understanding of guidance,grasp the timing of education;deepen knowledge accumulation,improve art literacy;provide a variety of materials,stimulate children’s creativity and other coping strategies,in order to bring a certain scientific guidance for teachers in art teaching activities reference.