| The kindergarten woodworking area activity is an important way for the children to explore independently and create woodworking.It has great significance and value in cultivating children's creative spirit and integrated ability.The teacher intervention is a form of teacher-child interaction.A good intervention strategy can not only promote the professional development of teachers,but also help improve the quality and level of children's activities.The research on the teacher's intervention strategy in kindergarten woodworking area activities has far-reaching value and significance for optimizing kindergarten woodworking area activities,improving children's interest and ability in woodworking,and promoting the professional development of preschool teachers.Based on this,this study takes X kindergarten and Y kindergarten in Chongqing as the cases,the kindergarten woodworking area activity as the breakthrough point,the theory of constructivism,Tao Xingzhi's life education and STEM education concept as the theoretical basis.Based on kindergarten woodworking area activity site,the collected 208 teacher intervention strategy behavior events are analyzed through the integrated use of literature method,observation method and interview method.On the one hand,the paper investigates the overall distribution of different teacher's intervention strategies in kindergarten woodworking area activities and the relationship between them and relevant elements.On the other hand,the types,characteristics and existing problems of the teacher's intervention strategy are analyzed.On this basis,the main factors affecting the teacher's intervention strategy are explored.Finally,feasible suggestions for improving the teacher's intervention strategy in the woodworking area activity are put forward.Based on the analysis of existing data,the main characteristics of the teacher's intervention strategy in the kindergarten woodworking activity are as follows:1.The intervention strategy of preschool teachers takes the teacher observation as the starting point to guide woodworking activities;2.The intervention strategy of the preschool teachers aims at children and radiates woodworking activities;3.The intervention strategy of the preschool teachers focuses on children's experience and connects woodworking activities.The existing problems of the teacher's intervention strategy are as follows: 1.Emphasize children's woodworking skills and neglect children's woodworking creation;2.Alienate the relevance between disciplines and shield children's woodworking integration;3.Lack of teachers' evaluation and reflection restricts children's woodworking optimization.According to the existing research results,this study analyzed the main factors influencing the teacher's intervention strategy in the kindergarten woodworking area activity from the subjective and objective aspects.Subjective factors include: 1.Teachers' educational concept;2.Teachers' knowledge and experience;3.Children's own characteristics.Objective factors include: 1.Kindergarten management training;2.The relationship between teachers and children;3.Division ratio in woodworking area.Finally,according to the study results,the feasible educational suggestions are put forward: 1.Respect children's subjectivity and support children's independent exploration of carpentry;2.Attach importance to discipline communication and enhance the integration consciousness of teacher's intervention;3.Strengthen teachers' reflection and improve the quality of the intervention strategy;4.Attach importance to principal leadership and control the development direction of intervention strategy. |
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