Study On The Problems And Countermeasures Of Kindergarten Teachers' Use Of "Learning Stories"

Early childhood development evaluation is an important part of the evaluation of kindergarten education.It helps preschool teachers and parents to understand the situation of young children and provide a basis for improving the quality of education and promoting the better development of children.“Learning stories” are an evaluation method for the evaluation of early childhood learning development.It emphasizes procedural evaluation and focuses on the evaluation of “the mental orientation that contributes to learning”.After the study story came to China,it gradually attracted the attention of preschool educators in China and applied it to the education and teaching of kindergartens.Therefore,it is of great value to systematically examine the current situation of the use of “learning stories” by preschool teachers,and to analyze the problems and causes in the application to promote teachers to learn and use the“learning stories” more reasonably.Based on the research results at home and abroad,this study uses survey methods,content analysis methods and observation methods to investigate the current situation of kindergarten teachers using “learning stories” through a questionnaire survey of kindergarten teachers who have used “learning stories” in Nanchong City.At the same time,collect the “learning stories” written by the intern kindergarten teachers of the author as a supplement to the questionnaire survey,and conduct in-depth interviews with the kindergarten teachers of the internship in the author to understand the current situation of the kindergarten teachers using the “learning stories”,analyze the existing problems and causes,and on this basis Propose corresponding solutions.The survey found that kindergarten teachers have accumulated useful experience in using “learning stories” and achieved some achievements,but they also have shortcomings and problems: lack of planning for writing “learning stories”,incomplete types of observation activities,inappropriate methods of observation,and evaluation of participants Single,the teacher's evaluation of young children is not comprehensive and the teacher's response lacks diversity and the effect is not obvious.The main reason for this is that the kindergarten has not yet formed an environment that uses “learning stories”.The daytime activities of kindergartens are too fragmented.Kindergarten teaching and research activities are less and not deep and the corresponding material conditions are lacking.Preschool teachers have a misunderstanding of “learning stories”,lack of professional knowledge of kindergarten teachers,lack of professional competence of teachers and lack of experience in writing“learning stories”.There arefew opportunities for teachers to go out to participate in training,and there is a lack of training for “learning stories”.Parents have less knowledge and low participation in“learning stories”.According to this,the strategies for promoting the effective use of “learning stories”by kindergarten teachers are as follows: First,kindergartens should change the curriculum concept,reasonably arrange the copywriting and transactional work of kindergarten teachers,break the traditional day-to-day life schedule of kindergartens,and set up a reward system to improve Teacher's writing motivation.Secondly,kindergarten teachers should change their own concepts of using “learning stories”,enrich the knowledge of “learning stories”,and enhance the ability to use “learning stories”.Once again,strengthen home cooperation,enrich the content of parent conferences and open the parental open day of “learning stories”,and encourage parents to write family “learning stories”.Finally,training related to “learning stories” should be organized to improve the effectiveness of the training.