| Teachers' observation of regional activities is the premise basis of game guidance,and also an important basis for influencing the quality of teacher-child interaction.It is also one of the elements of teacher professionalism.In the past,the observational research on preschool teachers was a theoretical discussion,and there were few in-depth practices.What do teachers care about when they observe regional activities?What are the similarities and differences between teachers with different levels of teaching experience when observing the same activity? Such questions cannot be answered,and the understanding of these can make us understand the mechanism behind the impact.The discovery of these factors is an important basis for us to train novice teachers and enhance teachers' observation ability.Therefore,this study uses qualitative and quantitative research to combine the ways to explore the characteristics of teachers' observational regional activities and the influencing factors behind them.Randomly selected 87 teachers in Shenzhen Kindergarten,including 41 novice teachers and 46 skilled teachers.Using eye tracker to record the eye movement track of the teacher observation area activity video,test the teacher's own observation ability,and issue the "Preschool Teacher Concept Questionnaire".Interviews with preschool teachers to fully compare the similarities and differences between the two types of teachers in the observation of regional activities.Therefore,this study mainly includes two aspects: First,the novice teacher and the skilled teacher observe the eye movement characteristics of regional activities.The second is the study of factors affecting the characteristics of eye movements.Through research and analysis,it is found that the eye movement characteristics of the novice teachers and the skilled teachers when observing the regional activities are: the familiar teachers move more than the novice teachers,the skilled teachers pay more attention to the meaningful objects than the novice teachers,and the skilled teachers pay more attention to the young children than the novice teachers.Both typesof teachers value the normal behavior of young children and ignore the deviation behavior of young children.Through interviews,it is found that the familiar teachers are more comprehensive in the interpretation of the video,and the interpretation content is more in-depth.When the novice teacher describes it,most of them pay attention to the intuitive shallow information.Through the questionnaire,it is found that the novice teachers are better than the skilled teachers in the concept of teacher guidance,and the skilled teachers are better than the novice teachers in the concept of children.Influencing the observation factors of teachers,The teacher's structural variables(teaching age,education concept,major,education)are related to the overall number of gaze;teacher structural variables(teaching age,education concept,major,education)are related to the background and the eye movement indicators of the work elements,but not related to the children's elements.The concept of education is related to the normal eye movement indicators of young children.In addition,the teaching experience,professional,and initial academic qualifications in the teacher's structural variables will affect the number of eye movements in the overall scene,which is characterized by experienced,professional,and initial academic qualifications that can explain the overall variation of the overall scene gaze rate of16.8%.Therefore,in the teacher observation training,it is necessary to change the teacher observation training method;in the garden-based training,the teacher experience is shared;in the regional activity observation,the teacher should pay attention to the deviation from the child behavior;in the pre-service training,pay attention to The role of educational concepts,majors,and academic qualifications;strengthening trainingand learning of observational content in post-employment training. |
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