The Development Of Preschool Teachers' Professional Abilities Driven By The Theory Of Playful Learning

Although we have always emphasized that kindergartens should take play as their basic activities,but the understanding of play,especially the relationship between play and learning,and the role orientation of teachers and children in the process of play directly affect the quality of play.In the current era of the personnel training,which emphasizes the autonomy and interest of learners,the cultivation of lifelong learning ability,the concept of free play is difficult to meet the needs of the times for learning efficiency.It is necessary to re-examine and construct the relationship between play and learning that conforms to the spirit of the times.Playful Learning emphasizes that while ensuring children as active learners of play,preschool teachers should create a prepared playful environment for children and provide appropriate support in the process of children's play.Playful Learning emphasizes the dual subjecte states of children and teachers in the process of play,which not only reflects the respect for the spirit of children's play,but also realizes meaningful learning through the process of play.While the concept attaches importance to the teacher's subjectivity,it also puts forward higher requirements for the teacher's ability.Can playful learning effectively put into practice?This research focuses on the mathematical corner,and takes the application of math toys as the grasper to carry out the action research to implement the concept of playful learning.The research takes a preschool teacher in H city as the research object,following the concept of playful learning,and using participatory observations in the play process of 3 toys in the math corner on 11 children.Through the research community composed of the teacher and the researcher,research and record action logs were carried out,and practical research on implementation concepts is carried out in action.The research shows that teachers can enhance their understanding of the potential learning opportunities in mathematical materials by observing the children's learning in play;Enhancing teachers' intentions in the selection and using of play materials and the depth of observation;Appropriate material placement and positive observation not only support the learning in the process of children's play,but also further support the appropriate and effective interactive of teachers in the process of children's play.While teachers' subjectivity is brought into play,children's learning initiative is also enhanced.In the play,both the teacher and children's dual-subject can be realized.It also summarizes the framework of improving teachers' ability to apply math materials,which can be divided into three steps: First,analysing of learning opportunities in materials;Second,observation,analysising and evaluation based on the interaction between children and materials;Third,reflection and adjustment of educational support in action.The conclusions of this study are as follows: Playful learning is in line with the current development direction of China's preschool education,and can be realized.Studying the implementation of playful learning is also an effective way for teachers' professional ability growth.The implementation of the concept of playful learning can start from teachers' understanding of learning opportunities contained in toys;Observation and understanding of children's learning in play should be an important way to implement the concept of playful learning;Reflecting on and improving the understanding of the relationship among children,toys and teachers is the key to stabilize playful learning.