Research On The Kindergarten Teachers Building Bridge Between New And Old Experiences For Children

The existing experience system of young children is the basis and necessary condition for constructing new experience.As an important people of early childhood development,teachers pay attention to the existing experience of young children can effectively promote the generation of their new experiences,thus playing an important role in promoting the development of young children.Although the existing experience of paying attention to young children has been emphasized by people,it is often neglected or misunderstood in the practice process.For the existing experience of children,teachers are more likely to use the way children are interested in introducing activity content.In the process of activities,more attention is paid to the generation of new experiences.Therefore,it is easy for teachers to over-direct or guide the lack of guidance.The reason behind these situations is that teachers do not establish the link between the existing experience and new experiences of young children.There seems to be related,but in fact,there is a the problem of faults,which is one of the reasons for this research.This study mainly uses case analysis to analyze the process of scientific activities of excellent kindergarten teachers in Hubei Province.Based on the theory of scaffolding and concept transformation,this paper explores the situation of preschool teachers building new and old experience bridges in different classes.Choose the path of building new and old experience bridges,how to build new and old experience bridges,and the specific strategies used by teachers during the construction process.Finally,the teachers are summed up to build new and old experience bridges and bridges in different classes,and make corresponding suggestions.From the results of this study,teachers can summarize the paths used by teachers in small,medium and large classes from the perspectives of building brackets,situational creation,independent inquiry,collaborative learning and evaluation feedback.There are four categories,a total of twelve categories,with a framework of how to arouse the dissatisfaction of existing experience,the comprehensibility of experience,and the validity of experience.The specific strategies used by teachers are summarized in six classes in different classes.Eight categories.According to the above analysis,it is concluded that the small,medium and large classes mainly carry out the construction of new and old experience bridges from the selection of existing experience,the construction of new experience and the strategy of teacher guidance.From the choice of existing experience,The differences between small,medium and large classes are mainly in the way of selection and level.From the construction of new and old experiences,the differences between small,medium and large classes are mainly in the context of contextual connection,the process of operation and the way of cooperation,from the teacher-directed strategy.The differences between the small,medium and large classes are mainly in the way of questioning and form,and the rest are generally the same.Based on the above conclusions,this study mainly proposes corresponding suggestions from the perspective of how teachers build bridges between old and new experiences.First,understand the existing experience of young children before the event,second,mobilize the life experience of young children in activities,third,pay attention to timely feedback and evaluation after the event,fourth,from open-ended questions to closed-ended questions,fifth,activities The phase and hierarchy of the process.