Research On Teachers' Negative Response In Rural Kindergarten Group Teaching Activities

Response is the teacher's handling of the children's answers and responses,and it is one of the ways for teachers and children to interact.Teacher responses reflect both the interactive nature of education and the wisdom of education.Positive responses can inspire children to think,promote teacher-child interaction,and improve the quality of preschool education.Although encouragement education and appreciation education have always occupied the main part of the preschool education concept,the negative response of kindergarten teachers has always existed,especially in kindergartens located in rural areas.Various studies have proved that unscientific negative responses are prone to cause the expansion of children's bad behaviors and weaken their mental capacity.In kindergarten group teaching activities,especially in rural kindergarten group teaching activities,teachers often implement negative responses to children from their own perspectives,using authoritarian and high-control response methods to force children to obey and correct,ignoring children under such high-pressure control Panic,anxiety,etc.The research on teachers' negative responses can provide theoretical and practical basis for teachers' scientific implementation response and improve teachers' response level.According to the previous researcher's determination of the connotation of teacher's response behavior,comparing "teacher's punishment" and "teacher's negative evaluation",this study clarified the connotation of kindergarten teacher's negative response,discussed the positive and negative functions of the kindergarten teacher's negative response and The theoretical basis of the negative response of rural kindergarten teachers is expounded.According to the regional characteristics and the nature of the gardens,47 teachers were selected in the public parks and private parks in W County,and 47 videos of collective teaching activities were recorded,and435 teachers 'negative response events were extracted from them.Turn it into a text draft.The present situation of the passive response of rural kindergarten teachers is summarized from six dimensions: negative response object,induced event,negative response purpose,negative response path,type of negative response,and negative response result.Combining the observation method,interview method and case analysis method,the qualitative and quantitative analysis of the teachers 'negative responses in the collective teaching activities of ruralkindergartens is carried out,the problems in the rural teachers' negative responses are explored,the attribution is proposed and the optimization path is proposed.According to the analysis,combined with the interview results,the problems and reasons of the negative responses of rural kindergarten teachers were sorted out.It was found that the teachers had the following problems in the negative response: the rural kindergarten teachers 'negative responses were unreasonable,and the types of rural kindergarten teachers' negative responses were rigid and random The effect of negative responses from rural kindergarten teachers is not significant,the attitude of rural kindergarten teachers' negative responses is extreme,and the negative response behaviors of rural kindergarten teachers are out of touch with the subjective consciousness.The study analyzes the reasons from the three dimensions of teachers,kindergartens,and society,including three reasons for the weak professional quality of rural kindergarten teachers,the lack of training opportunities for rural kindergarten teachers,and the lack of material resources for the professional growth of rural kindergarten teachers.Based on the analysis of the problems and causes of teachers 'negative responses in rural kindergarten collective teaching activities,we propose strategies for improving the status of teachers' negative responses in rural kindergarten collective teaching activities from the teacher level,the kindergarten level and the social level,including the following three approaches:establishing equal interaction Concepts,improve the expression of negative responses;strengthen negative response skills and knowledge training,improve teachers 'professional literacy;allocate material resources needed for professional growth,and improve teachers' job burnout.