| Deep learning of young children is a high-level thinking activity,which comprehensively points to the deep understanding and memorization of children's memory methods,the independent construction and renewal of knowledge systems,further understanding and thinking in the focus of attention,and active participation in the degree of input.And focus on activities,reflective improvement and critical skepticism in the state of reflection,situational migration and use of knowledge under the use of migration,innovation at the level of thinking and problem solving skills.As an important ability of talent development in the new era,deep learning ability has attracted the attention of various research fields at home and abroad,and has become a research hotspot in the pursuit of improving the quality of education.Based on the existing research,this thesis studies the deep learning of teachers in supporting children's building blocks.First of all,the author expounds the concern of deep learning in the field of education at home and abroad and the promotion of the quality of preschool education.There are few studies on deep learning in the field of preschool education in China,and thus deep learning from teacher support,building blocks,and education.The core concept definition and literature review are carried out in three aspects.Based on the situational cognition theory and the recent development zone theory,the building block game is selected as the research field of infant deep learning,and it is studied from the perspective of teacher support.Secondly,in the research process,this thesis comprehensively adopts the observation method and the interview method,and through the observation and interview,the teacher supports the deep learning of children's building blocks in the four aspects of environment creation,understanding and criticism,connection and construction,migration and application.To summarize and further explain the developmental characteristics of teachers supporting deep learning of children's building blocks.At the same time,the observation records and interview recordings of young children will be converted into original data,and the generic analysis method will be used to encode,classify and extract keywords,and then summarize the 19 three-level codes,combined with the three characteristics of deep learning proposed by Feng Xiaoxia.The analysis shows that the development achievements of teachers supporting children's deep learning in building blocks are: the development of understanding ability is relatively prominent,the critical ability is relatively prominent;the contact ability is relatively good,the construction ability is slightly improved;the migration ability is improved,and the application ability is remarkable.Finally,on the basis of research,the author analyzes the problems and causes of teachers' support for children's deep learning in case class building blocks,and summarizes the problems as: the building block game environment is noisy,interferes with children's deep learning;the child building combination is not good,affecting the deep learning effect;Teachers emphasize the construction of the theme,the children have less opportunities to build freely;the problem-solving situation is separated,and the child development guidance is uneven;accordingly,from the three aspects of environmental creation,teacher observation and guidance,and peer cooperation,the teacher's support for children's deep learning in the building blocks is considered: reasonable Planning,arranging the building blocks game space;constantly adjusting and updating the building blocks game materials;actively interacting,strengthening the emotional communication between teachers and children;observing and guiding,achieving deep support for teachers;inspiring interest,providing equal opportunities for practice;peer cooperation,promoting the development of children;collective Consciousness,unity of the spirit of the group. |
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